Schools  in  Cities  of  the  Third  Class 
and  others  having  nine* 
months  terms. 


. Authorized  by  the 

State  Board  of  Education. 


KANSAS 


COURSE  OF  STUDY 


FOR  SCHOOLS  IN  CITIES  OF  THE  THIRD  CLASS, 
AND  OTHERS  HAVING  NINE-MONTHS  TERMS. 


AUTHORIZED  BY  THE 

STATE  BOARD  OF  EDUCATION. 


STATE  PRINTING  OFFICE. 
TOPEKA,  1907. 


497 


Ki3  5 
1^07 


NOTE 


To  the  Principals  and  leachevs  of  Kansas: 

The  legislature  of  1905  empowered  the  State  Board  of 
Education  to  prescribe  a  course  of  study  for  the  normal 
institutes  and  for  the  public  schools  of  the  state,  and  made 
it  their  duty  to  revise  the  same  when  the  interests  of  the 
schools  require  it.  (See  Session  Laws  of  1905,  chapter 
387.) 

In  pursuance  of  said  law,  the  State  Board  of  Education 
submits  this  Course  of  Study  to  the  principals  and  teachers 
of  schools  in  cities  of  the  third  class  and  such  other  schools 
as  have  a  nine-months  term  each  year  and  can  complete 
the  common-school  work  in  eight  years. 

In  approving  the  course  for  common  schools  previously 
published,  we  felt  that  it  did  not  meet  the  requirements  of 
the  city  and  village  schools,  and  that  probably  no  course 
could  be  made  that  would  meet  such  demands ;  hence  this 
course. 

We  feel  that  it  is  by  no  means  perfect,  but  hope  it  will 
meet  with  friendly  and  helpful  criticism.  We  trust  you 
will  use  it  faithfully,  and  discard  its  suggestions  only  when 
you  are  confident  that  you  have  a  better  way. 

This  revision  has  been  made  necessary  by  the  new 
adoption  of  state  text-books. 

State  Board  of  Education. 

September,  1907 . 


COMMITTEE  ON  COURSE  OF  STUDY. 

E.  T.  Fairchild,  Chairman,  State  Supt.  Public  Instr. 
Supt.  W.  S.  Heusner. 

Supt.  C.  E.  Rarick. 


CONTENTS. 

PAGE 

Reading  begins  on . 5 

Language  begins  on ...  . .  16 

Grammar  begins  on .  52 

Spelling  begins  on .  64 

Penmanship  begins  on .  71 

Drawing  begins  on .  73 

Arithmetic  begins  on .  75 

Geography  begins  on .  91 

Physiology  begins  on .  110 

History  begins  on .  117 

U.  S.  History  begins  on .  120 

History  of  Kansas  begins  on .  125 

Civil  Government  begins  on .  130 

Suggestive  Course  for  High  Schools  begins  on. .  . .  131 


READING. 


FIRST  YEAR. 

Text. — Wooster  Primer. 

The  method  of  teaching  reading  for  the  first  three  years 
is  known  as  the  “Rational  Method  in  Reading,”  by  E.  Gr. 
Ward.  If  a  copy  of  the  Manual  for  this  method  is  not  in 
the  hands  of  the  teacher,  it  may  be  ordered  of  Silver,  Bur- 
dett  &  Co.,  Chicago. 

The  first  step  toward  success  is  for  the  teacher  to  make 
herself  thoroughly  familiar  with  the  terms  and  explana¬ 
tions  on  pages  1  to  8  of  the  Manual.  Although  the  Ward 
method  of  presentation  is  followed,  the  list  of  sight- words 
is  compiled  from  the  Wooster  Primer. 

The  order  in  which  phonograms  are  presented  is  also 
changed  to  meet  the  needs  of  the  text-books  in  use. 

Arrange  phonogram  cards  in  the  following  order: 

Set  I. —  f,  1,  m,  n,  r,  s,  a,  e,  I,  o,  u,  ing,  ings,  ight,  ights, 

c,  h,  b,  tr,  est,  ess,  a,  d,  t,  s,  ck,  k. 

Set  II. —  p,  y,  er,  ers,  sh,  w,  o,  u,  i,  y,  ip,  ick,  ch,  pi,  pr, 
bl,  br,  ou,  ow,  v,  g,  th,  a,  gr,  ed,  cr. 

Set  III. — a,  g,  y,  5,  o,  g,  eir,  air,  are,  ear,  do,  q,  &,  u, 
V,  ir,  o,  u,  x,  e,  wh,  q,  qr,  z,  n,  1,  gh. 

First  Month.  Teach  the  following  words  as  sight- 
words  :  See,  I,  you,  a  boy,  me,  can,  a  bird,  a  nest,  the,  an 

egg- 

Develop  words  by  means  of  objects.  As  soon  as  the 
word  is  clear  in  the  mind  of  the  child,  place  the  word  in 
script  on  the  board.  The  written  word  should  bring  up 
the  idea  in  the  child’s  mind  vividly  and  clearly.  As  soon 

(5) 


6 


Course  of  Study. 


as  two  or  three  words  are  easily  recognized,  combine  in  as 
many  different  simple  sentences  as  possible.  After  three 
words  have  been  taught,  it  is  well  to  write  each  word  in 
large  medial  script  on  a  card  6  by  9  inches  in  size.  If  you 
can  secure  the  use  of  a  rubber  printing  outfit,  print  the 
word  on  the  reverse  side  of  the  card.  As  soon  as  a  new 
word  is  taught,  add  the  card  to  the  initial  stock,  and  thus 
form  your  list  of  sight-words  for  quick  drill. 

Teach  the  phonograms  f,  1,  a,  and  t. 

Take  up  three  lines  of  work  each  day : 

1.  Drill  on  sight-words. 

2.  Drill  on  phonograms. 

3.  The  ear-training. 

For  full  explanation  of  these  three  lines  of  work,  consult 
the  Manual,  pages  4,  5,  6,  7. 

Let  your  aim  be,  to  have  each  pupil  able  to  recognize 
every  word  assigned,  no  matter  where  found.  Too  much 
sight  drill  cannot  be  given.  The  separate  words  must  be 
learned  before  they  can  be  recognized  in  combinations  with 
other  words.  Suggestion  :  Use  the  articles  “a”  and  “the” 
with  each  noun ;  as,  “a  dog,”  “the  dog.” 

Second  Month.  Teach  the  following  words  as  sight- 
words  :  run,  do.  drum,  play,  good,  have,  he,  dog,  box,  flag. 

Phonograms  n,  r,  e,  I. 

Continue  three  lines  of  work  daily : 

1.  Sight-reading. 

2.  Drill  on  phonograms. 

3.  Ear-training. 

Follow  closely  instructions  given  in  Ward  Manual,  pages 
5,  6,  7.  The  three  lines  of  work  are  fully  canvassed  on 
these  pages.  Read  and  reread. 

There  are  two  phases  of  sight-reading: 

1.  Recognition  of  words  only  —  the  aim  being  to  recog¬ 
nize  words  without  their  relation  to  other  words. 

2.  The  combining  of  these  known  words  into  simple 
sentences. 


Reading. 


7 


Present  the  new  word  before  the  word  drill  is  given,  then 
add  to  list  of  known  words. 

Third  Month.  Teach  will,  good,  does,  red,  tell,  they, 
are,  water,  to,  box,  fruit,  some,  us. 

Phonograms  s,  0,  t,  ing,  ings. 

Continue  daily  three  lines  of  work : 

1.  Sight-reading. 

2.  Drill  on  phonograms. 

3.  Ear-training. 

See  Manual,  pages  5,  6,  7. 

In  sight-reading,  do  not  omit  the  daily  drill  on  all  the 
words  learned,  in  addition  to  using  them  in  sentences. 

Aset  of  boxes  (one  for  each  child)  containing  all  the 
words  taught  will  prove  an  aid  for  seat-work.  Each  new 
word  as  presented  should  be  written  in  large  medial  script 
on  cardboard,  and  added  to  those  in  box. 

The  words  may  be  arranged  on  desk  in  the  order  in  which 
they  are  on  the  board  or  chart;  or  the  child  may  arrange 
on  his  desk  only  the  words  he  can  name  quickly;  or  he 
may  copy  easy  sentences  from  board,  and  these  may  be  used 
as  reading  or  writing  lessons. 

All  words  commonly  used  in  beginning  of  sentences 
should  be  written  on  one  side  of  card,  with  capital  letter. 

Many  other  uses  for  these  words  will  suggest  themselves 
to  the  teacher. 

There  should  be  at  least  three  sets  of  words  in  each  box, 
and%from  four  to  six  of  the  most  common  words,  as:  the, 
an,  is,  etc. 

One  of  the  first  things  a  child  wants  to  write  is  his  own 
name.  A  good  plan  is  to  give  each  child  a  card  on  which 
is  written,  in  large  medial  script,  his  given  name.  This 
can  be  kept  in  the  tablet  and  is  always  ready  for  use.  Size 
of  tablet,  9  by  12  inches. 

Fourth  Month.  Begin  Wooster  Primer;  go  to  page 
46.  Teach  the  following  words  as  sight- words  :  and,  little, 


8  Course  of  Study . 

eat,  book,  come,  here,  is,  not,  old,  tree,  where,  girl,  go,  with, 
green. 

Phonograms :  k,  e,  d,  ight,  ights. 

At  close  of  fourth  month,  this  class  should  know  the  fol¬ 
lowing  words : 


see 

will 

he 

a  dog 

you 

good 

box 

and 

I 

does 

fruit 

little 

a  boy 

red 

some 

eat 

me 

tell 

us 

a  book 

can 

they 

run 

come 

a  bird 

are 

do 

here 

a  nest 

water 

a  drum 

is 

the 

flag 

play 

not 

an  egg 

to 

have 

the  girl 

old 

a  tree 

where 

green 

go 

with 

did 

Be  sure  that  these  words  are  thoroughly  learned  before 
attempting  to  do  more.  It  is  believed  that  as  much  has 
been  assigned  as  the  average  child  can  well  learn, -and  as 
much  as  the  average  teacher  can  do  thoroughly.  Continue 
the  sight  drill  both  from  the  cards  and  from  the  list  on  the 
board.  Success  with  the  Primer  depends  on  the  thorough¬ 
ness  of  the  preparatory  work. 

Review  the  following  phonograms :  f,  1,  m,  n,  r,  s,  a,  e, 
I,  0,  t,  ing,  ings,  k,  e,  d,  ight,  ights. 

Continue  daily  the  three  lines  of  work  as  given  in  pre¬ 
vious  months. 

Order  of  presenting  a  word: 

1.  By  means  of  objects,  teach  the  idea. 

2.  Secure  the  oral  expression  of  the  idea. 

3.  Make  the  crayon  say  it. 

An  essential  element  of  good  reading  is  the  quick  rec¬ 
ognition  of  words.  This  comes  only  through  experience. 
Hence,  good  reading  depends  upon  the  amount  of  reading 


Reading .  9 

matter,  within  the  child’s  vocabulary,  that  the  teacher  pre¬ 
sents. 

Insist  upon  the  correct  expression  of  every  sentence. 

Let  us  understand  that  phonic  word-drill  should  be  em¬ 
phasized  during  the  first  year;  during  the  second  and  third 
years  the  phonic  drill  should  be  emphasized. 

Fifth  Month.  Pages  46  to  72. 

Keep  up  a  continuous  review  during  this  and  the  follow¬ 
ing  months.  Teach  the  phonograms  as  they  occur  in  words 
in  the  reading  lessons. 

Sixth  Month.  Pages  72  to  end. 

Seventh  Month.  First  Reader  to  page  17. 

The  phonograms  of  Set  I  should  be  recognized  at  sight 
in  either  script  or  print.  The  success  of  the  second  year’s 
work  depends  largely  on  the  facility  in  use  of  phonograms 
in  blend  drill.  Study  carefully  pages  8  and  9  in  Ward 
Manual.  Teach  the  phonograms  from  Set  II  that  occur 
in  these  lessons.  Have  all  words  thoroughly  mastered 
from  blackboard  before  attempting  to  read  a  lesson. 

Do  not  let  any  child  try  to  read  until  he  can  give  the 
whole  sentence. 

As  each  new  phonogram  is  taken  up,  use  the  blend  drill 
corresponding  to  it  as  found  in  Manual. 

Study  pages  12  and  13  in  Manual  for  suggestions  on 
this  stage  of  reading. 

Keep  list  of  all  words  given  in  the  lessons  and  use  for 
daily  review. 

When  a  new  phonic  sound  is  presented,  follow  it  with 
the  blend  drill  for  that  sound.  In  selecting  words  for  a 
blend  drill  on  a  new  sound,  be  sure  to  eliminate  all  words 
containing  phonograms  that  are  not  familiar  to  the  child, 
Study  carefully  pages  10  and  11  of  the  Manual.  Many 
teachers  find  it  better  to  have  the  readers  kept  at  the 
teacher’s  desk,  and  only  placed  in  the  hands  of  the  chil- 


10 


Course  of  Study . 


dren  during  the  recitation.  This  insures  sight-reading 
and  keeps  the  material  fresh  for  the  lesson.  Care  should 
be  taken  in  this  connection  that  children  do  not  learn  les¬ 
sons  “by  heart”  and  read  from  the  picture.  This  is  one 
of  the  pitfalls  of  the  sentence  method. 

Give  daily  drills  on  Set  I  of  phonograms.  Teach  the 
phonograms:  p,  w,  y,  er,  ers,  Set'll. 

Eighth  Month.  Pages  17  to  34. 

Ninth  Month.  Pages  34  to  52. 

SECOND  YEAR. 

Texts. —  Silver,  Burdett  &  Co/s  First  Reader  and  Sec¬ 
ond  Reader. 

First  Month.  First  Reader,  pages  52  to  74. 

During  this  month,  review  carefully  all  words  taught 
last  year.  Spend  much  time  in  reviewing  the  phonograms 
and  lists  given  for  blend  drill.  Use  your  sight-cards  for 
this  review,  aiming  at  quick  recognition  of  all  words.  Use, 
also,  chart  of  sight- words  which  you  made  last  year.  Use 
the  words  in  simple  sentences  and  stories  from  the  black¬ 
board.  The  lesson  may  be  concealed  by  a  curtain  until 
class-time. 

Second  Month.  First  Reader,  pages  74  to  94. 

Give  more  written  work  this  month,  and  correct  all  er¬ 
rors  in  spelling,  punctuation,  and  the  use  of  capitals. 

Third  Month.  First  Reader,  pages  94  to  129. 

Fourth  Month.  Second  Reader,  to  page  25. 

Read  the  preface  and  note  to  teachers  in  the  first  part  of 
the  text,  and  become  familiar  with  the  author’s  plan  and 
purpose.  Drill  on  the  pronunciation  of  words  and  spell¬ 
ing.  Use  the  written  exercises. 


Reading . 


11 


Fifth  Month.  Second  Reader,  pages  25  to  44. 

Pay  especial  attention  that  the  pupil  understands  what 
he  reads.  The  thought  of  some  of  the  lessons  should  be 
written;  the  thought  of  nearly  all  should  be  given  orally. 

Sixth  Month.  Second  Reader,  pages  44  to  64. 

Seventh  Month.  Second  Reader,  pages  64  to  82. 

Eighth  Month.  Second  Reader,  pages  82  to  102. 

Ninth  Month.  Second  Reader,  read  the  equivalent  of 
twenty  pages  selected  from  pages  102  to  167. 

See  that  the  pupil  gets  the  thought.  Do  not  neglect  the 
spelling.  Spell  with  every  lesson.  Strive  for  expression  ; 
but  remember,  correct  thought  tends  to  correct  expression. 
Expression  without  the  thought  is  mechanical  and  mean¬ 
ingless.  If  the  class  can  complete  this  book  in  less  time 
than  suggested,  it  is  a  good  plan  to  take  up  a  new  book  of 
the  same  grade. 


THIRD  YEAR. 

Text. — Silver,  Burdett  &  Co.’s  Third  Reader. 

First  Month.  Third  Reader,  pages  1  to  36. 

Give  thorough  drill  on  reading.  Use  the  material  for 
language  work,  and  emphasize  spelling  and  the  marking  of 
letters. 

Second  Month.  Third  Reader,  pages  36  to  60. 

Make  each  reading  exercise  a  drill  in  thought  getting 
and  expression. 

Third  Month.  Third  Reader,  pages  60  to  89. 

Follow  suggestions  for  first  and  second  months. 

Fourth  Month.  Third  Reader,  pages  89  to  116. 


12 


Course  of  Study . 


Fifth  Month.  Third  Reader,  pages  116  to  145. 

Sixth  Month.  Third  Reader,  pages  145  to  175. 

Give  frequent  drills  in  pronunciation. 

Seventh  Month.  Third  Reader,  pages  175  to  207. 

Follow  suggestions  for  preceding  months. 

Eighth  Month.  Third  Reader,  pages  207  to  232. 

Ninth  Month.  Third  Reader,  review. 

FOURTH  YEAR. 

Let  the  poor  reader  read  daily. 

Should  the  class  be  poor  readers,  get  another  Third 
Reader  and  complete  it  before  taking  up  the  Fourth  Reader. 
This  book  should  be  finished  in  three  months,  then  follow 
the  outline  for  Fourth  Reader.  Crane’s  Readers  are  good. 
(Crane  &  Co.,  Topeka,  Kan.)  “Lights  to  Literature”  is 
very  fine.  (Rand,  McNally  &  Co.,  Chicago.) 

Text. —  Silver,  Burdett  &  Co.’s  Fourth  Reader. 

Never  lose  sight  of  the  essential  —  the  getting  of  the 
thought.  It  is  the  goal  of  study  and  instruction.  Attain 
this  and  the  oral  expression  will  take  care  of  itself — will 
be  natural,  not  artificial  and  mechanical.  Follow  the  course. 
Do  not  attempt  more  work  than  has  been  assigned. 

Give  close  attention  to  correct  position  of  body  and 
book.  Require  pupils  to  stand  on  both  feet,  book  in  left 
hand,  convenient  for  the  eyes  but  not  obstructing  the  voice. 

First  Month,  Fourth  Reader,  pages  1  to  37. 

Second  Month.  Fourth  Reader,  pages  37  to  69. 

Third  Month.  Fourth  Reader,  pages  69  to  98. 

Fourth  Month.  Fourth  Reader,  pages  98  to  120. 


Reading . 


13 


Fifth  Month.  Fourth  Reader,  pages  120  to  148. 

Sixth  Month.  Fourth  Reader,  pages  148  to  173. 

Seventh  Month.  Fourth  Reader,  pages  173  to  197. 

Eighth  Month.  Fourth  Reader,  pages  197  to  216. 

Ninth  Month.  Fourth  Reader,  review  and  read  from 
the  following  :  Black  Beauty,  Rab  and  His  Friends,  Ander¬ 
sen’s  Fairy  Tales,  Grimm’s  Fairy  Tales. 

The  work  in  the  Fourth  and  Fifth  Readers  may  be  made 
of  vastly  more  interest  to  the  pupils  if  a  lively  study  of  the 
author  of  the  given  selection  is  made.  Collect  pictures  of 
authors,  their  homes  and  surroundings,  and  any  others  that 
may  add  interest  to  the  selections.  It  is  suggested  that  the 
recitation  period  be  made  a  study- recitation  period;  the 
teacher  and  pupils  working  together  develop  the  lesson 
which  is  to  be  recited  the  following  day. 

FIFTH  YEAR. 

Texts. —  Silver,  Burdett  &  Co.’s  Fourth  Reader  and  Fifth 
Reader. 

First  Month.  Fourth  Reader,  pages  216  to  234. 

Second  Month.  •  Fourth  Reader,  pages  234  to  256. 

Third  Month.  Fourth  Reader,  pages  256  to  280. 

Fourth  Month.  Fourth  Reader,  review  selections  from 
entire  text. 

Fifth  Month.  Fifth  Reader,  pages  1  to  23. 

Sixth  Month.  Fifth  Reader,  pages  23  to  43. 

Seventh  Month.  Fifth  Reader,  pages  43  to  64. 


14 


Course  of  Study. 


Eighth  Month.  Fifth  Reader,  pages  64  to  84. 

Ninth  Nonth.  Fifth  Reader,  review. 

If  the  assignments  are  too  heavy  for  the  capacity  of  the 
reading  class,  the  entire  fifth  year  may  be  taken  to  com¬ 
plete  the  Fourth  Reader,  supplementing  the  work  by  the 
reading  of  selections  from  some  other  series  of  readers. 
Then  the  work  in  the  Fifth  Reader  may  be  begun  at  the 
opening  of  the  sixth  year  and  continued  as  assigned  by 
months. 

As  many  of  the  selections  in  the  Fifth  Reader  are  diffi¬ 
cult,  it  will  be  necessary  for  the  teacher  to  study  selections 
carefully  before  assigning  them  to  pupils,  and  it  is  sug¬ 
gested  that  the  study-recitation  plan  be  followed.  It  is 
believed  that  this  plan  will  secure  good  results.  (See 
Hinsdale’s  Art  of  Study.) 

SIXTH  YEAR. 

Text. —  Silver,  Burdett  &  Co.’s  Fifth  Reader. 

First  Month.  Fifth  Reader,  pages  84  to  105. 

Second  Month.  Fifth  Reader,  pages  105  to  128. 

Third  Month.  Fifth  Reader,  pages  128  to  153. 

Fourth  Month.  Fifth  Reader,  pages  153  to  178. 

Fifth  Month.  Fifth  Reader,  pages  178  to  204. 

Sixth  Month.  Fifth  Reader,  pages  204  to  229. 

Seventh  Month.  Fifth  Reader,  pages  229  to  252. 

Eighth  Month.  Fifth  Reader,  pages  252  to  279. 

Ninth  Month.  Fifth  Reader,  review. 

If  the  plan  of  continuing  the  Fourth  Reader  through 


Reading. 


15 


the  fifth  year  is  followed,  as  suggested,  then  this  year’s 
work  would  close  with  the  assignment  for  the  third  month 
as  given  above,  leaving  the  last  month  of  this  year  for  re¬ 
view.  If  this  be  done,  let  one  of  the  following  classics  be 
read  in  the  review  month :  The  Hunt  after  My  Captain, 
Rip  Van  Winkle,  Sleepy  Hollow. 

It  is  not  essential  that  the  above  assignments  be  fol¬ 
lowed,  page  by  page. 

Let  pupils  select  from  their  favorite  author.  Make  the 
choice  early,  so  each  one  can  prepare  himself  on  the  life 
and  works  of  his  chosen  author,  giving  history,  incidents 
in  life,  short  poem  by  author,  if  a  poet,  or  some  quotations 
or  favorite  selections,  if  a  prose- writer.  Others  should 
have  assigned  work,  but  one  should  make  special  prepara¬ 
tion. 


SEVENTH  YEAR. 

Text. — Silver,  Burdett  &  Co.’s  Fifth  Reader. 

If  the  work  in  the  Fifth  Reader  is  begun  with  the  sixth 
year,  let  this  year’s  work  in  the  Fifth  Reader  begin  at 
page  153  and  follow  the  assignments  by  months  as  given 
in  the  sixth  year’s  work  in  reading. 

The  study-recitation  plan  as  suggested  for  the  sixth 
year  should  be  followed. 

First  Month.  Fifth  Reader,  pages  279  to  300. 

Second  Month.  Fifth  Reader,  pages  300  to  326. 

Third  Month.  Fifth  Reader,  pages  326  to  350. 

Fourth  Month.  Fifth  Reader,  pages  350  to  384. 

Fifth  Month.  Fifth  Reader,  review  favorite  selections. 

For  the  remainder  of  this  year’s  work,  if  the  class  be  up 
to  assignment,  the  teacher  may  select  some  suitable  classics 
for  the  class  to  read. 


16 


Course  of  Study. 


LANGUAGE. 


FIRST  YEAR. 

Suggestion. —  The  following  course  in  Language,  as  out¬ 
lined,  is  probably  more  complete  than  the  average  pupil 
will  be  able  to  grasp  in  the  time  allotted  for  the  work. 

This  course  is  outlined  with  the  suggestion  that  the 
teachers  select  and  use  such  parts  of  it  each  month  as  the 
class  will  be  able  to  assimilate. 

We  feel  sure  better  results  will  be  accomplished  by 
having  a  choice  of  material  than  could  be  accomplished 
otherwise. 

For  Perry  Pictures,  write  to  Hoover  Bros.,  Kansas  City, 
Mo. 

The  course  for  the  first  year  is  based  on  the  Primary 
Plan  Books.  (A.  Flanagan  &  <3o.) 

Facility  of  oral  expression  should  be  the  aim.  Pupils 
should  be  furnished  interesting  knowledge  to  express,  and 
taught  to  express  this  knowledge  with  originality  and  free¬ 
dom.  From  the  first,  errors  of  speech  should  be  corrected. 
For  seat  occupations,  busy- work  adapted  to  the  topic  un¬ 
der  consideration  should  be  used. 

Oral  reproduction  may  consist  of  complete  statements 
in  answer  to  questions  asked,  afterwards  telling  the  story 
by  connecting  the  statements.  Written  reproduction 
comes^only  after  oral  reproduction,  for  the  child  cannot  be 
expected  to  write  well  anything  which  he  cannot  first  tell. 

Under  “Language  Proper”  the  correct  use  of  a  number 
of  words  is  taught  in  connection  with  the  regular  work  and 
not  as  a  separate,  technical  training; 

Written  work  may  include  copying  of  sentences  and 
short  paragraphs  that  have  first  been  developed  orally  by 


Language. 


17 


the  teacher,  told  by  the  pupil,  and  copied  on  the  board  by 
the  teacher  to  be  first  read  and  then  recopied  by  the  pu¬ 
pils.  New  words  should  be  learned  before  the  lesson  is 
written  on  the  board  by  the  teacher. 

The  wTork  in  language  should  be  given  a  definite  period 
on  the  daily  program.  The  aim  of  the  following  outline  is 
to  teach,  in  addition  to  correct  written  and  spoken  lan¬ 
guage,  a  love  for  nature,  good  literature,  and  good  pictures. 

First  Month.  Observation:  Study  of  autumn  flowers, 
making  a  specialty  of  the  nasturtium,  sunflower,  and  sweet 
pea.  Bring  plant,  root,  stem,  and  flowers  into  the  school¬ 
room  for  study. 

Tell  uses  of  root,  stem,  leaves,  and  flowers.  Describe 
each  orally.  Lead  pupils  to  give  statements,  as :  The  stem 
is  long.  The  stem  is  round  and  green.  The  sunflower  is 
yellow.  It  is  round.  The  seeds  are  brown  and  white. — 
Have  pupils  write  the  sentences  they  have  given  orally,  as 
soon  as  they  are  able.  Pupils  should  draw  the  sunflowers 
and  leaves  and  color  with  crayon ;  also  cut  both  from  yel¬ 
low  and  green  paper.  Sewing-cards  may  be  pricked  with 
the  outlines  of  the  flower  and  leaves.  Study  of  color. 

MODEL  LESSON. 

The  Sunflower. 

First  and  Second  Years. 

Bring  the  whole  plant  into  the  schoolroom.  Talk  about 
the  uses  of  each  part,  naming  the  parts  where  children  are 
not  able  to  supply  names. 

Q.  Where  does  the  sunflower  grow  ? 

A.  The  sunflower  grows  by  the  roadside. 

The  teacher  may  write  on  the  board  the  answers  that 
pupils  give,  making  necessary  corrections.  Second-year 
pupils  may  then  read  what  the  teacher  has  written.  * 

Q.  What  holds  the  plant  in  the  ground  ? 

A.  The  roots  hold  the  plant  in  the  ground. 

-2 


18 


Course  of  Study. 


Q.  What  part  gathers  food  and  drink? 

A.  The  roots  gather  food  and  drink. 

Q.  Where  are  the  roots? 

A.  The  roots  are  in  the  ground. 

Q.  What  part  of  the  plant  holds  up  leaves  and  flowers  ? 

A.  The  stem  holds  up  the  leaves  and  flowers. 

Q.  What  color  are  the  stems  and  leaves  ? 

A.  The  stems  and  leaves  are  green. 

(Note  use  of  “is”  and  “are.”) 

Q.  What  color  is  the  sunflower  ?  What  shape  ? 

A.  The  sunflower  is  yellow  and  round. 

Q.  What  color  are  the  seeds  ? 

A.  The  seeds  are  brown. 

Pupils,  after  reading  the  answers  they  have  given,  may 
Copy  them  from  the  board,  where  possible. 

Draw  sunflower,  leaves,  and  seeds,  separately.  Color 
with  crayon.  Cut  a  sunflower  from  paper. 

The  nasturtium  and  sweet  pea  may  be  studied  by  both 
grades  in  a  similar  manner. 

Picture  Study  :  The  Pet  Bird — Von  Bremen.  (Perry, 
No.  792.) 

Stories  and  Poems :  Hiawatha’s  Childhood.  Read  this 
part  of  the  poem  to  the  pupils,  and  by  questions  lead  them 
to  make  complete  statements. 

MODEL  LESSON. 

Hiawatha. 

(This  should  be  studied  by  both  grades.) 

First  and  Second  Years. 

Read  the  story  of  Hiawatha’s  Childhood.  Explain  as 
the  poem  is  read:  Big-sea  water  (lake),  cones,  wigwams, 
firs,  linden,  moss,  rushes,  reindeer,  sinews,  pine  tree,  owlet, 
fireflies,  brakes,  rainbow,  flecks  and  shadows  on  the  moon. 
Show  pictures  to  assist  in  explanation  of  the  foregoing. 
Meaning  of  “stilled  his  fretful  wail,”  “lulled  him  into 


Language . 


19 


slumber,”  “Ewayea,”  “lapping  of  the  water,”  “flitting 
through  the  dusk  of  evening,”  “rippling,”  “angry,”  “fade 
and  perish,”  “hooting,”  “native.” 

After  reading  the  poem  to  the  children,  ask  questions 
on  the  poem  similar  to  the  following :  Who  was  Hiawatha  ? 
Tell  something  about  his  appearance.  In  what  kind  of  a 
cradle  did  he  swing?  With  what  was  it  lined?  Who 
rocked  it?  What  do  we  call  an  Indian  baby?  What  do 
we  call  an  Indian  woman  ?  Who  was  Nokomis?  What 
did  she  do  for  Hiawatha  ?  What  stories  did  she  tell  him  ? 
What  did  he  see  as  he  lay  in  his  cradle?  What  did  he 
call  the  firefly  ?  Did  Hiawatha  ever  get  frightened  ?  Was 
he  afraid  of  the  dark  ?  What  did  Nokomis  tell  him  to 
make  him  go  to  sleep?  What  sound  did  the  owl  make? 
What  did  Nokomis  think  the  rainbow  was?  In  what  kind 
of  a  house  did  Hiawatha  and  Nokomis  live  ?  What  grew 
behind  it?  What  color  was  the  water  before  it?  What 
kind  of  trees  grew  near?  What  grew  upon  the  fir  trees? 

Answers  to  the  foregoing  should  be  orally  by  both  first- 
and  second-year  pupils,  and  sentences  given  written  on  the 
board  for  second-year  pupils  to  read  and  cop>y,  as  follows: 

Hiawatha  was  an  Indian  boy.  His  skin  was  red  and  his 
hair  black.  He  had  a  linden  cradle.  It  was  lined  with 
moss.  His  grandmother  rocked  it.  She  sings  songs  to  him 
and  tells  him  stories.  She  tells  him  about  the  moon  and 
stars.  He  saw  the  fireflies.  They  were  his  candles.  He 
heard  the  owls  hoot,  and  was  afraid.  Nokomis  thought  the 
rainbow  was  made  of  flowers.  Hiawatha  and  Nokomis 
lived  in  a  wigwam.  The  lake  was  before  it.  Cones  grow 
on  the  trees. 

Have  pupils  of  the  first  grades  draw,  cut  and  paste  the 
wigwam,  canoe,  cradle,  trees,  lake,  rainbow,  moon  and  stars, 
firefly,  owl,  bear,  bird.  Paint  with  water-colors  or  colored 
pencils.  Pupils  may  be  given  sticks  or  seeds  to  lay  the 
outlines  of  the  wigwam,  cradle,  pine-trees,  moon  and  stars. 
On  sewing-cards  prick  the  outline  of  the  bear,  birds,  wig- 


20 


Course  of  Study . 


warn,  owl,  rainbow,  cradle,  canoe,  moon  and  stars.  Use 
different  colors  in  sewing. 

Poems  for  study :  Wynken,  Blynken  and  Nod,  The  Rock- 
aby  Lady,  Lullaby-Land  —  Eugene  Field;  September,  and 
Leaves  at  Play.  Memorize  the  first  stanza  of  “ September” 
(see  first  month).  Read  to  pupils  the  story  of  Clytie  for 
oral  reproduction.  , 

Language:  Correct  use  of  has,  have;  is,  are;  each,  all. 

(See  Model  Lesson  for  study  of  “September,”  second 
year,  first  month.) 

Second  Month.  Observation:  Study  of  autumn  fruits 
—  apples,  grapes,  peach,  plum,  pear.  Form,  color,  size,  sur¬ 
face,  pulp,  skin,  core  of  stone,  seeds,  or  kernel.  How  pre¬ 
pared  for  use. 

Seeds :  Collect  different  varieties :  describe  and  tell 
whether  useful  as  food;  means  of  transportation;  how  scat¬ 
tered;  how  protected. 

Disappearance  of  insects.  Migration  of  birds.  Falling 
leaves.  Change  in  atmosphere  and  in  length  of  days  and 
nights. 

Lead  pupils  to  give  sentences  which  reproduce  the  talks 
on  nature  work. 

First-grade  pupils  should  draw  and  color  fruits  and 
leaves  studied.  Paper-cutting  and  card-sewing  based  on 
the  October  nature  work  may  also  be  done  by  First-year 
pupils  as  busy-work. 

Picture  Study:  The  Sower  and  the  Seed.  Millet. 
(Perry  Pictures,  No.  310.) 

Poems  and  Stories:  Memorize  first  verse  of  October — 
H.  H.  Jackson.  Study  poem;  have  pupils  describe  the 
scene  they  think  the  poem  pictures.  Study  and  reproduce 
orally  the  poems  Apple-seed  John  and  The  Tree.  Read 
the  story  of  The  Anxious  Leaf  in  “Apple  Blossom”  (Ed. 
Pub.  Co.),  and  The  Sleeping  Apple.  Story  of  Columbus. 

Language  Proper:  Correct  use  of  is,  was;  there  is,  there 
are;  eat,  ate,  eaten;  a,  an;  in,  into. 


Language . 


21 


Third  Month.  Observation :  Nuts  and  squirrels;  birds: 
preparations  for  winter;  animal  and  vegetable  foods,  with 
special  mention  of  corn,  pumpkins,  turnips,  squashes, 
onions,  and  potatoes.  Describe  each  orally.  First  grade 
draw  objects  studied. 

Study  of  Nuts:  Collect  different  kinds.  Name  each* 
and  tell  where  it  grows.  Tell  about  covering  of  each  — 
shape,  size,  color,  surface.  Draw  picture  of  each.  Make  a 
special  study  of  the  hickory-nut. 

Squirrels:  Color,  covering;  food,  how  obtained;  feet, 
claws,  teeth;  kinds  of  squirrels,  uses,  winter  home.  De¬ 
velop  sentences  such  as  :  The  squirrel  eats  nuts.  He  lives 
in  the  woods.  He  has  strong  teeth.  Squirrels  have  fur 
coats. 

Study  of  Birds :  Talk  about  winter  habits,  nests,  etc. 
First  grade  draw  pictures  of  birds  and  birds'  nests. 

Picture  Study :  Piper  and  Nutcrackers — Landseer,  No. 
903. 

Poems  and  Stories :  Hiawatha’s  School.  November — 
Cary.  Story  of  Pilgrims  and  Thanksgiving.  Memorize 
“The  Mountain  and  the  Squirrel.” 

Language  Proper :  Abbreviations;  names  of  the  days 
of  the  week;  correct  use  of  teach,  taught;  learn,  learned; 
child,  children ;  woman,  women ;  make,  made. 

Fourth  Month.  Observation :  Lights  of  the  world — 
sun,  moon,  stars.  Snow,  ice,  snowflakes.  Evergreen  and 
holly.  Rabbits,  winter  birds,  sheep. 

Picture  Study :  The  Nativity  —  Hoffman.  (Perry,  No. 
797.) 

Poems  and  Stories :  The  Sun’s  Travel.  The  New  Moon. 
Twinkle,  Twinkle,  Little  Star.  Hang  up  the  Baby’s  Stock¬ 
ing. 

Language  Topics:  Abbreviations;  names  of  holidays 
and  months;  exclamation- mark ;  correct  use  of  shine, 
shone;  give,  gave  ;  hang,  hung;  freeze,  froze;  slide,  slid. 


22 


Course  of  Study. 


Fifth  Month.  Observation:  The  body. 

Picture  Study:  Can’t  You  Talk? — Holmes.  (Perry 
Pictures,  No.  1063.) 

Stories  and  Poems:  Life  in  hot  and  cold  countries  as 
compared  with  our  own.  The  Child’s  World,  The  Hayloft, 
and  The  Land  of  Story  Books — Stevenson.  One,  Two, 
Three — H.  C.  Bunner.  The  Lost  Doll — Kingsley. 

Language  Proper:  Correct  use  of  see,  saw;  to,  too; 
here,  there;  do,  does;  words  denoting  relation.  Use  of 
capitals  for  names  of  Deity. 

Sixth  Month.  Observation:  Forms  of  water — rain, 
vapor,  clouds,  fog,  mist,  hail,  snow,  ice,  sleet,  steam. 

Picture  Study:  Pictures  of  Washington  and  Lincoln 
and  their  homes.  Stories  relating  to  St.  Valentine’s  Day. 

Seventh  Month.  Observation:  Awakening  life.  Study 
of  buds  on  trees  and  shrubs;  plant  window  gardens,  and 
write  sentences  giving  reports  of  growth  of  plants.  Make 
drawings  of  plants  in  various  stages  of  growth.  Keep  bird 
calendar,  showing  date  when  each  bird  was  seen  first  by 
pupil.  Work  of  the  w7ind.  Study  of  windmills. 

Eighth  Month.  Poems  and  Stories:  Stories  and  poems 
of  patriotism.  Four  friends  of  the  children — Alice  Cary, 
Phoebe  Cary,  Eugene  Field,  Celia  Thaxter. 

Poem  Study:  Our  Homestead — Phoebe  Cary. 

Language  Proper:  Correct  use  of  write,  wrote,  written; 
fall,  falls,  fell,  fallen;  rise,  rises;  rose,  risen;  I’ve,  I  have; 
I’m,  I  am. 

Continue  observation  studies  as  previously  outlined. 
Study  Hiawatha  as  outlined  in  first  grade. 

Ninth  Month.  Picture  Study :  Spring — Corot.  (Perry, 
No.  484.) 

Language  Proper:  Correct  use  of  burst ;  sleep,  slept ; 


Language. 


23 


awake,  awoke;  waken,  wakened;  swell,  swelled;  know, 
knew;  this,  that;  these,  those. 

A  review  of  observation  work  of  previous  months  should 
be  taken  at  this  time.  Continue  the  study  of  Hiawatha. 

SECOND  YEAR. 

At  least  three-fourths  of  the  language  and  composition 
work  in  the  second  year  should  be  oral.  It  is  therefore 
urged  that  oral  descriptions  and  reproductions  of  stories, 
and  memorizing  of  good  literature,  be  continued. 

As  second-grade  pupils  advance,  the  writing  on  the  board 
of  oral  reproductions  given  by  pupils  may  be  omitted  by 
the  teacher,  and  pupils  asked  to  reproduce  in  writing  what 
they  have  given  orally.  The  papers  may  then  be  corrected 
and  rewritten.  It  is  a  good  plan  to  copy  on  the  board 
an  uncorrected  paragraph  and  ask  the  pupils  to  suggest 
corrections. 

Blackboard  work  under  the  teacher’s  supervision  is  valu¬ 
able  as  a  class  exercise.  The  written  work  should  be  brief, 
and  the  mistakes  noted  and  corrected  by  pupils  in  class, 
under  the  teacher’s  direction.  Pupils  should  be  encour¬ 
aged  to  write  short  letters  and  to  make  word-pictures  of 
scenes  or  objects.  Correct  indention,  capitalization  and 
punctuation  can  only  be  secured  by  constant  watchfulness 
on  the  part  of  the  teacher  and  pupil.  Frequent  dictation 
exercises  should  be  given  for  drill  in  the  mechanics  of 
composition. 

The  work  for  this  year  is  based  on  the  Intermediate  Plan 
Book  ( A.  Flanagan  &  Co.,  Chicago).  The  following  books 
will  be  found  helpful  to  teachers  in  presenting  the  nature 
work  and  literature  of  the  third  and  fourth  years:  Nature 
Study  and  Related  Literature,  Anna  E.  McGovern,  and 
The  Third  School  Year,  Henrietta  M.  Lilley.  Both  pub¬ 
lished  by  A.  Flanagan  &  Co.,  Chicago.  As  an  aid  in  the 
treatment  of  reproduction  stories  and  fables,  DeGarmo’s 
Language  Lessons  is  suggested,  published  by  the  Ameri- 


24 


Course  of  Study . 


can  Book  Company.  Bartlett’s  First  Steps  in  English,  pub¬ 
lished  by  Silver,  Burdett  &  Co.,  will  be  found  valuable  in 
presenting  the  work  under  “Language  Proper.” 

First  Month. —  Observation :  Autumn  flowers,  with  a 
special  study  of  the  goldenrod,  sunflower,  and  aster.  Bring 
plants  to  schoolroom,  and  make  a  study  of  the  roots,  stem, 
leaves,  and  flowers;  time  of  blooming;  meaning  of  name; 
locality  where  found  ;  service  rendered  to  the  plant  by  the 
bees  and  butterflies ;  service  rendered  to  the  bees  and  but¬ 
terflies  by  the  flowers.  After  completing  the  individual 
study,  compare  the  plants  as  to  the  same  points. 

Picture  Study :  A  Fascinating  Tale  —  Ronner.  (Perry 
Pictures,  No.  1099.) 

Poem  Study :  When  the  Woods  Turn  Brown — Lucy 
Larcom.  September — Helen  Hunt  Jackson  (from  her 
“  Poems,”  copyrighted  by  Little,  Brown  &  Co.,  and  re¬ 
printed  here  by  their  permission).  Model  Lesson  on  study 
of  poem,  September. 

1. 

The  goldenrod  is  yellow, 

The  corn  is  turning  brown ; 

The  trees  in  apple  orchards 
With  fruit  are  bending  down. 

(1)  What  season  is  it  ?  Why?  (2)  What  color  would 
the  sky  be?  (3)  Would  there  be  clouds?  If  so,  what 
color?  (4)  What  flower  blooms?  (5)  What  color  is  it ? 

(6)  What  do  you  suppose  the  farmer  is  doing?  Why? 

(7)  How  do  the  orchards  look?  (8)  Are  there  many  ap¬ 
ples?  Why?  (9)  What  color  do  you  think  the  apples 
are?  (10)  What  is  the  color  of  the  leaves  and  grass? 
( Lead  pupils  to  see  that  the  leaves  and  grass  have  not  yet 
put  on  their  autumnal  colors.) 

First  and  second  years  memorize  above  stanza. 

Second  year  read  and  copy  the  following  sentences 


Language.  25 

which  have  been  developed  from  the  questions  and  written 
on  the  board : 

It  is  September.  The  sky  is  blue  and  the  clouds  are 
white.  The  goldenrod  is  in  bloom.  It  is  a  yellow  flower. 
The  grass  and  leaves  are  green.  The  men  will  cut  the  corn. 
Apples  are  ripe.  Many  red  apples  are  on  the  trees.  We 
will  pick  them. 

First  Month.  Memorize  entire  poem.  See  questions 
for  first  and  second  years  on  first  stanza. 

2. 

The  gentian’s  bluest  fringes 
Are  curling  in  the  sun ; 

In  dusty  pods,  the  milkweed 
Its  hidden  silk  has  spun. 

Describe  the  gentian.  Where  does  it  grow  ?  When 
does  it  bloom  ?  Describe  a  milkweed  pod.  Why  are  they 
called  dusty?  What  color  are  the  seeds?  How  are  they 
scattered?  Find  the  silky  wings.  Draw  a  picture  of  a 
milkweed  pod. 

3. 

The  sedges  flaunt  their  harvest 
In  every  meadow  nook, 

And  asters  by  the  brookside 
Make  asters  in  the  brook. 

What  are  sedges?  (Plants  growing  in  moist  ground.) 
Meaning  of  “flaunt”  ?  What  is  their  “harvest”  ?  What 
is  a  “meadow  nook”?  Meaning  of  lines  three  and  four? 

4. 

From  dewy  lanes  at  morning 
The  grapes’  sweet  odors  rise  ; 

At  noon,  the  roads  all  flutter 
With  yellow  butterflies. 

Meaning  of  “dewy  lanes”?  Do  you  suppose  these 
were  wild,  or  cultivated  grapes?  Why?  Meaning  of 
“ odors”  ?  Meaning  of  lines  three  and  four  ? 


26 


Course  of  Study . 


5. 

By  all  these  lovely  tokens 
September  days  are  here, 

With  summer’s  best  of  weather 
And  autumn’s  best  of  cheer. 

Meaning  of  “tokens”  ?  Name  all  the  tokens  of  Sep¬ 
tember.  Show  that  September  has  both  summer  and  au¬ 
tumn.  Meaning  of  “cheer”  ? 

WRITTEN  WORK. 

Have  pupils  give  sentences  about  the  goldenrod,  corn, 
apple-tree,  milkweed,  asters,  grapes,  butterflies.  Copy  the 
sentences  on  the  board  in  paragraphs  (one  short  paragraph 
on  each  topic).  Have  pupils  read  from  the  board  and  then 
copy  on  paper,  making  drawings  of  the  things  they  write 
about.  Examples:  Butterflies  have  yellow  wings.  The 
butterfly  likes  flowers.  It  flies  like  a  bird. 

The  goldenrod  is  a  tall  flower.  It  has  a  long  stem.  The 
flowers  are  yellow.  Each  little  flower  looks  like  a  star. 
The  stem  is  round  and  hard. 

Grapes  grow  on  vines.  Grapes  are  round.  Wild  grapes 
are  purple  when  ripe.  They  grow  in  bunches. 

Have  pupils  give  oral  description  of  the  scene  pictured 
in  the  poem.  Write  the  best  one  on  the  board,  and  call  it 
“A  September  Scene.” 

Language  Proper:  Correct  use  of  do,  did,  done;  eat, 
ate,  eaten;  swim,  swam,  swum;  words  of  opposite  meaning. 

Dictate  sentences,  omitting  the  word  in  the  above  list 
that  pupils  are  to  supply.  Have  pupils  write  sentences, 
using  the  words  correctly;  also  write  sentences  on  the  board, 
leaving  blanks  to  fill. 

Second  Month.  Observation:  Study  of  autumn  flow¬ 
ers  continued,  giving  special  attention  to  the  milkweed  and 
thistle.  Note  the  fact  that  the  thistle  is  not  a  native  plant, 
but  was  introduced  from  Europe;  is  of  use  only  to  birds; 
means  farmers  take  to  kill  it;  grows  in  almost  any  kind  of 
soil.  Draw  the  leaf,  flower,  and  whole  plant  of  the  thistle. 


Language . 


27 


Find  reason  for  the  name  of  the  milkweed.  What  kind 
of  soil  does  it  like?  Call  attention  to  the  shape,  number 
and  arrangement  of  leaves  on  the  stem.  Lead  pupils  to 
compare  the  milkweed  and  thistle.  Home ;  characteristics; 
work  of  root,  stem,  leaves,  and  flowers;  structure;  how 
seeds  are  protected;  number  of  seeds;  how  scattered; 
uses.  Draw  plants.  Written  work  should  consist  of  the 
reports  of  observations  and  comparisons. 

How  seeds  are  scattered  —  wind,  water,  and  animals; 
man  scatters  more  seed  than  all  other  agencies  combined, 
as  he  is  constantly  buying  and  selling  plants  and  seeds. 
Discover  by  actual  observation  the  various  coverings  of 
seeds — chaff,  husk,  pod,  shell,  flesh,  and  rind.  Find  seeds 
that  fly,  as  maple  and  dock  ;  seeds  that  sail,  as  thistle,  milk¬ 
weed,  and  dandelion  ;  seeds  with  hooks,  as  burdock  and 
cockle-bur. 

Birds:  Show  picture  and  read  description  of  the  follow¬ 
ing:  woodpecker,  meadow-lark,  dove,  and  blue  jay.  If  no 
chart  showing  the  birds  named  is  at  hand,  secure  colored 
plates  for  each.  (Prang  Publishing  Co.,  Chicago.) 

j Picture  Study:  Feeding  Her  Birds — Millet.  (Perry 
Pictures,  No.  521.) 

Poems  and  Stories:  Little  Dandelion.  Little  Gustava. 
Seedlings  on  the  Wing.  Coming  and  Going.  Memorize 
the  poem,  October— H.  H.  Jackson.  Compare  wdtli  the 
poem,  September. 

Language  Proper:  Choice  of  descriptive  adjectives; 
correct  use  of  has  been,  have  been ;  has  had,  have  had. 

Third  Month.  Observation:  Preparation  for  winter: 
Nature’s  preparation  —  Leaves  are  dropped,  buds  are  coated, 
wood  hardens,  sap  thickens  and  ceases  to  flow.  Insects’ 
preparation  —  Spin  cocoons;  bury  themselves;  store  food 
underground.  Animals’  preparation — Shed  coats  and  get 
warmer  coverings;  store  away  food  for  winter;  sleep  during 
the  winter.  Man’s  preparation — Storing  away  of  food,  fuel 


28 


Course  of  Study . 


(coal  and  wood) ;  warmer  clothing.  Birds'  preparation  ( mi¬ 
gration) —  Cause  of  migration,  climate  and  food  supply. 
Prepare  to  go  in  flocks,  pairs,  and  singly.  Routes  of  mi¬ 
gration —  by  sea,  mountain,  valley,  or  river.  Change  in 
appearance. 

Continue  study  of  birds  begun  in  second  month.  Make 
a  special  study  of  the  hen,  pigeon,  or  turkey. 

Beavers  —  Covering,  characteristics,  head,  eyes,  teeth, 
tail,  feet,  home,  dams,  food,  uses. 

Covering  of  animals  —  Wool,  fur,  hair,  scales,  feathers, 
skin,  shell. 

Picture  Study:  Pilgrims  Going  to  Church  —  Bough  ton. 
(Perry  Pictures,  No.  1339.) 

Poems  and  Stories:  November — Alice  Cary.  Stories 
and  poems  relating  to  the  first  Thanksgiving.  Coming 
and  Going — Henry  Ward  Beecher.  Read  short  selections 
from  works  of  Louisa  M.  Aloott,  whose  birthday  occurs  No¬ 
vember  29,  and  William  Cullen  Bryant,  whose  birthday 
occurs  November  3. 

Language  Proper:  Correct  use  of  it,  its;  fly,  flew,  flown; 
go,  went,  gone;  come,  came,  come;  sing,  sang,  sung. 

Fourth  Month.  Observation:  Lessons  on  tea,  coffee, 
and  wool.  Tea — Show  pictures  of  the  plant,  samples  of 
dried  tea  leaves,  and  maps  and  pictures  of  countries  where 
tea  is  grown;  describe  the  plant;  how  cultivated;  prepa¬ 
ration  for  market;  varieties;  where  grown.  Coffee  —  Ma¬ 
terial:  Pictures  of  the  tree,  coffee-berry  and  beans;  ground 
and  unground,  roasted  and  unroasted  coffee.  Describe  the 
tree  and  berry;  preparation  for  use;  cultivation;  where  it 
grows;  uses  of  coffee. 

Study  of  cows  and  sheep.  Cow — Food  and  eating; 
structure  of  feet  and  legs ;  horns ;  the  cow’s  usefulness. 
The  sheep,  leading  to  a  study  of  wool.  Materials :  Pictures 
of  sheep,  wool  products,  and  sheep  leather  or  chamois  skin. 
Description  of  the  sheep — Covering,  color,  characteristics, 


Language . 


29 


teeth,  nose,  horn,  limbs,  toes,  food,  care,  use.  Wool  — 
Materials  :  Pieces  of  different  kinds  of  woolen  cloth.  Pro¬ 
cess  of  cloth-making — Washing,  shearing,  sorting,  comb¬ 
ing;  the  factory;  articles  manufactured. 

Picture  Study :  Sistine  Madonna  —  Raphael.  (Perry 

Pictures,  No.  322.) 

Poems  and  Stories :  Christmas  stories.  The  Boy  and 
the  Sheep.  The  Blind  Weaver.  Little  Brown  Hands. 

Language  Proper :  Choice  of  adjectives.  Correct  use 
of  give,  gave ;  take,  took,  taken ;  weave,  wove,  woven ; 
sheep,  sheep  ;  cow,  cows  ;  ox,  oxen  ;  flock,  herd ;  I  have, 
he  has ;  I  am,  he  is,  we  have ;  see,  saw,  seen ;  two,  to  ;  our, 
hour;  there,  their. 

Fifth  Month.  Observation:  Lights  of  the  world — 
Sun,  moon,  and  stars.  Stars  or  constellations  most  easily 
found — Evening  star,  great  bear  or  dipper,  north  star. 
Evergreens  —  Shape,  height,  trunk,  branches,  buds,  leaves 
— shape,  thickness,  number;  cones,  bark,  juice,  wood.  Va¬ 
rieties  ;  where  found. 

Animal  Life:  Cat,  bear,  rabbit,  seal,  reindeer.  The 
Bear  —  Material:  Pictures  of  bears,  and  if  possible,  bear¬ 
skin.  Where  found;  varieties;  description;  food:  habits; 
use  to  man.  Seal  —  Materials:  Pictures  of  seals  and  some 
article  made  of  seal.  Where  found  ;  appearance ;  food ; 
habits  and  use.  Rabbits  —  Gather  information  from  pupils 
as  much  as  possible.  Call  for  descriptions  without  aid  of 
pictures,  and  then  compare  descriptions  with  the  pictures. 
Discuss  habits  and  characteristics.  The  Reindeer — De¬ 
scription,  color,  food,  uses  to  men.  House-cat  —  Descrip¬ 
tions  from  actual  observation.  Winter  Birds  —  Snowbirds 
and  sparrows. 

Picture  Study :  Puss  in  Boots.  ( Perry  Pictures,  No. 

2022.) 

Poems  and  Stories:  The  Sun’s  Travels.  „  The  Shadows 
—  R.  L.  Stevenson.  The  New  Moon — Mrs.  Follen.  Kitten 


30 


Course  of  Study. 


and  the  Falling  Leaves — Wordsworth.  Fables  and  stories 
connected  with  the  topics,  Lights  of  the  World,  and  the 
Cat,  Stories  of  hunting  and  hunters. 

Language  Proper:  Use  of  exclamation-mark.  Correct 
use  of  shine,  shines,  shone;  mouse,  mice;  tooth,  teeth; 
foot,  feet;  toe,  toes. 

Sixth  Month.  Observation:  Condensation  and  evapo¬ 
ration.  Clouds.  Perform  simple  experiments  to  illustrate 
evaporation.  Dogs — Materials  for  study :  Pictures  of  dogs, 
and  actual  observation.  Description  and  comparison;  food 
and  teeth  ;  manner  of  drinking;  covering;  characteristics; 
expression  of  feeling;  services  they  render  us.  Varieties  — 
St.  Bernard,  Newfoundland,  Shepherd,  Eskimo. 

The  Horse  —  Description  from  actual  observation;  cover¬ 
ing;  movements;  food;  characteristics;  uses  to  man;  kinds 
of  horses. 

Picture  Study:  Shoeing  the  Horse  —  Landseer.  (  Perry 
Pictures,  No.  908.) 

Poems  and  Stories:  Story  of  St.  Valentine’s  Day.  Dis¬ 
cuss  Kansas  Day.  Nahum  Prince  —  Edward  Everett  Hale. 
The  Village  Blacksmith.  The  Arab  to  His  Favorite  Steed. 
Ranger.  Memorize  “The  Endless  Story.”  Study  “Little 
White  Lily”  and  “Water-Bloom.”  Stories  for  reproduc¬ 
tion —  Rainbow  Queen,  Iris  and  Buttercups  from  the  Pot 
of  Gold. 

Seventh  Month.  Observation:  Awakening  Life.  Plant 
window  gardens.  Make  observations  on  the  bean,  pea,  corn; 
write  and  draw,  after  examining  seed  in  different  stages  of 
growth.  Study  bulbs,  roots  and  buds.  Classify  and  make 
as  large  collection  as  possible. 

Picture  Study:  Anxiety — Olivie.  (Perry  Pictures, 

1115.) 

Poems  and  Stories:  The  Daffodil — Wordsworth.  The 
Poppy  Seed.  Memorize  “Shower  and  Flower.”  Read  for 


Language . 


31 


reproduction  All  the  Year  Round  Story.  Make  this  mate¬ 
rial  the  basis  of  composition  work. 

Language  Proper :  Capitals  at  the  beginning  of  lines  of 
poetry.  Correct  use  of  fall,  falls;  fell,  fallen;  rise,  rises; 
rose,  risen;  I’ve,  I  have;  I’m,  I  am;  run,  ran,  run;  lies,  has 
lain;  speak,  spoke;  there,  their;  no,  not,  none;  lie,  lay;  lies, 
lying.  Choice  of  descriptive  adjectives.  Adjectives.  Com¬ 
paratives.  Homonyms.  Verb  forms. 

Ninth  Month.  Complete  such  observation  work  as  you 
have  not  been  able  to,  and  review  important  subjects  needed. 
Continue  the  study  of  Hiawatha  as  outlined  in  Grade  1,  if 
not  completed  in  that  grade. 

THIRD  YEAR. 

Course  is  based  on  the  Intermediate  Plan  Book  (A.  Flana¬ 
gan  &  Co.,  Chicago). 

First  Month.  Observation :  Fruits:  Peach,  plum,  to¬ 
mato,  grape,  apple.  Peach  and  plum  —  form,  color,  size, 
shape,  pulp,  stone,  kernel,  covering,  appearance  of  trees 
and  blossoms,  time  of  ripening,  how  seeds  are  scattered. 
Compare  the  two  fruits  as  to  likeness  and  difference  in 
points  mentioned  above.  The  grape  —  shape,  skin,  pulp, 
color  when  ripe,  how  arranged  on  stems,  number  in  bunch, 
appearance  of  vine,  leaves,  and  blossoms.  Compare  tomato 
with  other  fruits  studied.  Appearance  of  fruit — size,  color 
of  skin,  pulp,  seeds,  how  prepared  for  use,  when  it  ripens. 
The  apple-tree  —  size,  covering,  leaves,  blossoms.  Fruit — 
form,  color,  size,  surface,  skin,  pulp,  core,  seeds.  States 
that  produce  apples  abundantly.  Write  descriptions  of  each 
fruit.  Draw  whole  fruit,  crosswise  and  lengthwise  sections. 
Draw  leaves.  Tell  how  the  different  fruits  are  used  and 
prepared  for  use. 

Insect  Life :  Bees,  butterflies,  caterpillars,  house-flies. 
Place  questions  or  outline  on  the  board,  to  guide  observa- 


32 


Course  of  Study . 


tions.  First  find  out  all  pupils  know  about  the  different 
insects,  and  have  them  tell  orally  but  not  write.  The  bee 

—  parts  of  body,  color,  markings;  number  of  legs  and 
wings;  location  of  the  sting;  enemies  of  the  bee;  its 
home;  shape  of  the  cells;  use  of  wax  and  honey;  where 
bees  get  honey  ;  how  they  carry  it ;  what  flowers  best  liked  ; 
the  bee  family;  why  bees  swarm  ;  write  description  of  bees ; 
write  answers  to  questions  about  their  work  and  their 
home ;  draw  hives,  cells,  and  the  insect  itself.  The  butter¬ 
fly — body,  parts,  covering,  color,  head,  antennae,  tube,  eyes, 
movement,  tongue,  wings.  Food  and  habits.  Use  of  but¬ 
terflies  to  flowers.  Caterpillars — collect  in  box  of  earth, 
with  sides  and  top  of  wire  netting.  Watch  developments. 
Have  children  keep  record  of  change  that  takes  place. 

Picture  Study:  Pharaoh’s  Horses — Herring.  (Perry 
Pictures,  No.  886.) 

Poems  and  Stories :  Cinderella,  Apple-Seed  John.  Ap¬ 
ple  Blossoms.  Coloring  of  the  grapes.  Memorize  “Apple 
Blossoms.” 

Language  Proper:  Capitals  in  titles.  Correct  use  of 
do,  did,  done;  fairy,  fairies ;  mouse,  mice;  think,  thought. 
Dictate  sentences  about  the  fruits  and  insects,  for  drill  in 
spelling,  capitalization,  and  punctuation.  Dictate  sen¬ 
tences  from  the  story  of  Cinderella,  for  drill  in  quotations. 
Study  of  different  form  statements,  with  punctuation. 

Second  Month.  Observation:  The  corn  and  pumpkin. 
Corn  —  Place  outline  on  board  to  guide  pupils  in  describ¬ 
ing  from  specimen  brought  into  the  schoolroom.  1.  Fruit 

—  Ear,  shape,  covering,  silk,  use  of  husks  and  cobs ;  kernels 
— color,  shape,  arrangement  on  cob,  use  of  kernels.  2. 
Leaves.  3.  Stem.  4.  Roots. 

Pumpkin — Leaf,  flowers,  stem,  fruit,  soil,  home,  varie¬ 
ties,  uses. 

Wheat  —  Materials  necessary  for  study:  Heads  of  wheat, 
stalk  with  roots,  samples  of  whole  wheat,  bran,  rolled  wheat, 


Language. 


33 


graham  flour,  and  fine  white  flour.  Grows  where  ?  Describe 
leaf,  head,  and  stalk.  Find  and  name  three  parts  —  husk, 
hull,  pulp.  Which  is  thrown  away  ?  Uses  of  wheat. 
Bread-making.  Varieties  of  wheat.  Wheat-raising.  Har¬ 
vesting  and  milling  wheat. 

Falling  of  the  leaves.  Find  leaves  of  different  colors. 
Draw  and  color  the  leaves.  Make  a  study  of  the  leaf  ac¬ 
cording  to  outline. 

1.  Compare  familiar  leaves,  showing  resemblances  and 
differences. 

2.  Teach  the  following  parts:  Blade,  stem,  covering, 
pulp,  stipules. 

3.  Shapes  of  a  few  well-known  leaves. 

4.  By  illustration  and  observation,  show  venation. 

5.  Compare  the  margins  of  leaves  of  different  kinds. 

6.  Arrangement  of  leaves  on  the  stem:  (a)  Opposite. 
( b )  Alternate,  (c)  Whorled. 

7.  Uses  of  leaves  :  (a)  To  the  plant.  ( b )  Toman,  (c) 
To  animals. 

8.  Autumnal  changes.  What  ones  change  their  color  ? 
Why  ?  Which  do  not?  Use  of  leaves  after  falling. 

Picture  Study:  The  Gleaners  —  Millet.  (Perry  Pic¬ 
tures,  No.  511.) 

MODEL  LESSON. 

What  objects  do  you  see  in  the  picture  ?  What  time  of 
year  is  it?  What  time  of  day  ?  What  country?  (France.) 
What  kind  of  grain  is  being  gathered?  (Wheat.)  What 
is  a  gleaner?  What  will  these  people  do  with  the  grain? 
What  must  be  done  with  it  before  it  can  be  made  into  flour  ? 
What  machines  are  used?  Where  is  it  made  into  flour? 
How?  Compare  the  old-time  way  of  making  flour  with 
the  present  way. 

This  harvest  scene  is  taken  from  where?  (France.) 
What  reason  for  this  answer  ?  (  Peasant  costumes.)  Read 

or  tell  pupils  of  manners,  customs,  etc.,  of  France.  Tell 
something  of  their  homes.  Compare  home  life  of  France 
-3 


34 


Course  of  Study. 


and  America.  Would  we  be  apt  to  see  such  a  picture  as 
this  in  a  harvest-field  in  America?  Why  not?  Would 
you  see  the  same  kind  of  a  hay-rack  (frame)  or  wagon  ? 
Would  one  see  gleaners  here  after  men  have  left  the  field? 
Why  not?  (Improved  machinery.)  Do  you  suppose 
these  women  were  rich,  or  poor?  Why?  Do  you  think 
they  are  tired  ?  What  characteristic  of  French  peasants  is 
here  shown  ?  ( Frugality. ) 

Tell  or  read  the  Bible  story  of  Ruth  among  the  gleaners. 

Tell  the  story  of  Millet’s  life.  Show  some  of  his  other 
pictures — Angelus,  Feeding  Her  Birds,  The  Shepherdess. 
For  story  of  Millet’s  life,  see  Perry  Magazine,  Stories  of 
Great  Artists  (American  Book  Company),  Intermediate 
Plan  Book  (A.  Flanagan  &  Co.). 

Poems  and  Stories :  Song  of  the  Sower — Bryant.  Story 
of  Ceres.  Farmer  John — Trowbridge.  The  Huskers — 
Whittier.  Obed’s  Pumpkins.  Dance  of  the  Months. 
The  Anxious  Leaf.  How  the  Leaves  Came  Down.  Mem¬ 
orize  poem,  The  Seasons. 

Language  Proper :  Singular  Possessives.  Correct  use 
of  a,  an;  this,  that ;  those,  these;  those,  them.  Quotations. 
Correct  use  of  leaf,  leaves;  sheaf,  sheaves;  knife,  knives. 

Third  Month.  Observation :  Special  study  of  fruits. 
Make  collections,  and  group  into  fleshy  and  dry.  Make  a  - 
study  of  nuts :  Where  found  ;  how  secured  ;  appearance  of 
trees ;  change  of  color  in  nuts  ;  shapes ;  color ;  shell ;  husk ; 
kernel.  How  nuts  are  distributed  —  wind,  water,  sticking 
to  animals.  Varieties,  with  special  attention  to  walnut  and 
hickory. 

Squirrels:  Description — Head,  body,  legs,  toes,  teeth 
food,  home,  habits,  kinds  and  use. 

Kinds  of  food:  Animal  and  vegetable.  Find  as  many 
of  each  kind  as  possible. 

Coal — Materials  necessary  for  lessons:  Different  kinds 
of  coal  and  pictures  of  mines  and  miners.  How  coal  is 


Language. 


35 


made  ;  where  found.  Read  article  to  the  pupils  describing 
formation  of  coal.  How  coal  is  secured.  How  mines  are 
lighted.  Uses  of  coal.  Principal  coal  regions.  What  was 
used  before  coal  was  discovered  ?  , 

Picture  Study :  Return  of  the  Mayflower — Boughton. 
(Perry  Pictures,  No.  1336.) 

Poems  and  Stories  :  Landing  of  the  Pilgrims — Hem- 
ans.  The  Mountain  and  the  Squirrel.  The  Thrifty  Squir¬ 
rel. 

Language  Proper:  Use  of  comma.  Words  in  series. 
Correct  use  of  become,  became,  have  become ;  grow,  grew, 
have  grown ;  scatter,  scattered,  have  scattered. 

Fourth  Month.  Observation:  Cotton  —  Pictures  of 
plants  or  specimens  and  cotton  cloth  should  be  used.  If 
possible,  some  of  the  oil  and  seed  should  be  secured.  Read 
to  the  pupils,  from  a  geographical  reader,  a  description  of 
cotton-raising ;  Stories  of  Industries,  Ed.  Pub.  Co.,  Topeka. 
Read  story  of  Eli  Whitney  and  the  Cotton  Gin,  from  the 
Primary  History.  Have  pupils  give  oral  and  written  re¬ 
productions  ;  also,  dictate  lessons. 

Picture  Study :  Arrival  of  the  Shepherds — Le  Rolle. 
(Perry  Pictures,  No.  620.) 

Poems  and  Stories:  Christmas  in  other  lands.  Poems 
for  study  —  The  Sparrows  and  Piccola,  by  Celia  Thaxter. 
Snow-Bound  (Selections),  In  School-days,  and  Barefoot 
Boy,  by  Whittier.  Memorize  ten  lines  from  Snow-Bound. 
Describe  Whittier  and  his  home.  (Perry  Pictures,  Nos. 
25,  27,  28.) 

Language  Proper ;  Letter- writing.  Titles.  Contrac¬ 
tions.  Exclamations.  Plural  endings  oes,  and  os.  Correct 
use  of  in,  into ;  on,  upon ;  to,  from  ;  to,  at. 

Fifth  Month,  Observation:  Snow,  ice,  and  frost,  and 
their  uses  and  effects  and  cause.  Minerals — Marble,  lime¬ 
stone,  salt,  etc.  Marble  —  Show  articles  of  marble,  playing- 


36 


Course  of  Study. 


marbles,  etc.  Different  colors  of  marble.  How  it  is  secured 
(read  or  tell  of  the  quarries).  Where  found.  Limestone  — 
a  rough,  coarse  rock  used  as  building-stone,  found  in  nearly 
all  localities. 

Picture  Study :  Sir  Galahad — Watts.  (Perry  Pictures, 
No.  940.) 

Poems  and  Stories:  Story  of  Sir  Galahad.  Selections 
from  Idylls  of  the  King.  History  of  Robinson  Crusoe. 

Language  Proper:  Descriptive  adjectives.  Statements, 
questions,  and  exclamations.  Correct  use  of  may,  can: 
might,  could;  between,  among;  each  other,  one  another. 

Sixth  Month.  Observation:  The  weather  and  tempera¬ 
ture.  Ways  of  lighting  and  heating  buildings.  Distinguish 
between  natural  and  artificial  light.  Kinds  of  artificial 
light — gas,  electric,  fire,  candle,  lamp.  Heat — fireplaces, 
stoves,  furnaces,  steam,  hot  water. 

Poems  and  Stories:  Stories  from  the  lives  of  Washing¬ 
ton,  Lincoln,  and  Longfellow.  Poem  study  —  From  My 
Arm  Chair.  Memorize  “The  Children’s  Hour.” 

Picture  Study:  Pictures  of  Washington,  Lincoln,  and 
Longfellow,  and  their  homes. 

Base  composition  work  upon  materials  from  “  Observa¬ 
tion ”  as  outlined  above  for  this  month. 

Language  Proper:  Quotations,  possessives,  and  capitals. 
Abbreviations.  Synonyms  and  homonyms. 

Seventh  Month.  Picture  Study :  Close  of  Day — 
Adan.  (Perry  Pictures,  No.  586.) 

Observation:  Window  gardens.  Growth  of  the  follow¬ 
ing  seeds:  Morning-glory,  pumpkin,  acorn.  Keep  bird  and 
flower  calendar.  Study  the  winds.  Keep  weather  calendar. 

Language  Proper:  Choice  of  words  used  to  describe 
persons.  Correct  use  of  learn,  learned;  teach,  taught;  few, 
many;  little,  much. 


Language . 


37 


Eighth  Month.  Poems  and  Stories:  How  the  Wind 
Blows.  The  Four  Winds.  Points  of  Compass.  Daybreak. 
Memorize,  O  Wind  a-Blowing  all  Day  Long. 

Language  Proper:  Choice  of  adjectives;  review. 

Ninth  Month.  A  carefully  planned  review,  if  not  made 
too  abstract,  together  with  a  study  of  “ poems  and  stories” 
appropriate  to  summer,  would  make  very  appropriate  work 
for  this  month. 


FOURTH  YEAR. 

Text. —  Scott-South  worth  “Lessons  in  English,”  Book  I. 

Teachers  are  urged  to  study  carefully  the  following  gen¬ 
eral  suggestions  before  taking  up  the  work  in  the  text- book : 

SUGGESTIONS  FOR  TEACHERS. 

Readivg :  It  is  likely  that  reading  in  school  helps  a 
child  more  than  any  other  single  form  of  language  instruc¬ 
tion.  When  taught  to  the  best  advantage  and  used  as  an 
exercise ,  it  quickly  develops  the  habit  of  getting  thoughts 
out  of  a  printed  page,  and  so  prepares  one  for  general  out¬ 
side  reading.  It,  of  course,  imparts  knowledge  and  serves 
as  a  model  for  the  communication  of  it. 

There  should  be  an  abundance  of  interesting  and  in¬ 
structive  selections,  touching  upon  various  subjects  and 
adapted  to  the  attainments  of  the  learner.  Children  under¬ 
stand  much  that  they  cannot  well  express:  but  if  question¬ 
ing  has  made  it  certain  that  the  meaning  of  a  paragraph 
just  read  is  clearly  understood,  the  reader  or  some  classmate 
should  be  called  upon  to  reproduce  it  at  once  in  his  own 
words.  This  will  take  more  time  than  the  reading  itself, 
but  its  influence  on  the  quality  of  the  reading  will  soon  be 
apparent,  and  it  is  obviously  useful  in  developing  the  power 
to  catch  a  thought  and  then  express  it.  At  the  end  of  the 
exercise  some  one  may  give  the  gist  of  the  whole  lesson,  or 
at  another  time  all  may  be  required  to  reproduce  it  in 
writing. 


38 


Course  of  Study. 


This  system  of  reading  and  reproducing  orally  and  in 
writing,  if  continued  through  the  whole  school  course,  will 
make  an  important  part  of  one’s  education. 

Copy iv g:  Those  who  are  learning  to  write,  first  copy 
script  models,  so  as  to  get  the  forms  of  letters  and  of 
words;  then  they  copy  ordinary  print  where,  amidst  many 
details,  they  see  how  words  and  sentences  are  grouped  upon 
a  page  in  lines,  paragraphs,  and  stanzas.  It  is  one  thing 
to  form  words  with  a  pen ;  it  is  quite  another  to  put  them 
on  a  blank  sheet  of  paper  just  where  they  ought  to  go, 
writing  neatly,  accurately,  and  in  an  orderly  fashion. 

This  is  the  principal  object  to  be  attained  in  exercises 
for  copying;  but,  directly  or  indirectly,  they  serve  many 
other  good  ends.  They  prepare  the  way  for  understanding 
all  the  simple  rules  for  capitals  and  punctuation  ;  and  we 
know  that  words  often  copied  come  to  have  a  “natural 
look,”  which  is  a  guide  to  correct  spelling. 

Selections  in  either  prose  or  verse  may  be  transcribed 
from  the  blackboard,  from  print,  or  from  memory.  At  first, 
such  exercises  will  be  frequent;  as  occasional  tests,  they 
will  always  be  useful;  and  to  one  who  can  see  his  own 
progress  by  compafing  a  former  effort,  they  will  be  rather 
interesting. 

When  the  proper  writing  materials  are  ready  for  use, 
the  various  directions  for  indenting,  and  so  on,  are  to  be 
given  orally ;  and  the  copy  must  be  the  result  of  an  honest 
effort  to  write  something  legible,  neat,  and  accurate,  even 
if  it  is  not  perfect  in  arrangement. 

The  paragraphs  and  the  stanzas  that  are  copied  with  toil 
and  trouble  in  our  school-days  are  apt  to  make  a  lasting 
impression  upon  us.  Models  that  have  been  so  carefully 
studied  will  not  be  altogether  forgotten,  and  this  makes  it 
worth  while  to  choose  them  only  from  the  best. 

Dictation:  Writing  from  dictation  is  a  step  beyond 
copying  from  a  model,  and  holds  a  high  place  in  language 
work.  It  is  like  taking  notes ;  you  must  have  your  wits 


Language. 


39 


about  you,  listen  attentively  to  catch  the  thought,  and  be 
ready  with  the  written  form  of  it.  New  words  and  expres¬ 
sions  become  familiar,  and  the  use  of  correct  forms  becomes 
habitual. 

The  exercise  is  one  that  ought  to  be  used  every  day,  even 
if  we  never  pass  the  limit  of  four  or  five  lines  that  are  fresh 
and  well  adapted  to  the  purpose. 

Since  the  class,  and  not  the  teacher,  must  do  the  work  of 
correcting  so  many  daily  exercises,  the  selections  will  have 
to  be  taken  from  one  of  the  text-books,  or  else  copied 
beforehand  on  the  blackboard,  and  curtained  till  the  writ¬ 
ing  is  finished.  The  exercise  may  often  have  the  form  of 
a  letter. 

Suppose  the  pupils  are  ready  for  work.  The  selection  is 
first  read  through  to  show  its  general  character.  Then  it 
is  dictated  only  once ,  and  with  a  pause  at  the  end  of  each 
phrase, or  clause,or  line,  only  just  long  enough  for  writing  it. 

If  all  exchange  their  own  copies  with  different  members 
of  the  class  at  different  times,  and  if  all  are  urged  to  detect 
what  errors  they  can,  the  marking  (which  may  be  that 
given  on  page  233  of  Book  I)  will  show  that  we  see  the 
faults  of  others  more  easily  than  our  own.  After  returning 
the  copies,  each  member  of  the  class  will  revise  his  own 
work  by  comparing  it  with  the  original,  now  first  disclosed. 

A  rule  for  capitals  or  punctuation  may  occasionally  be 
given;  but  the  repetition  of  the  same  exercise  at  once,  or 
after  a  day  or  two,  will  be  the  best  way  to  profit  by  the 
errors  made  at  first. 

Retelling  Stories:  Stories  in  prose  or  verse  afford  ex¬ 
cellent  material  for  oral  or  written  work,  because  children 
like  to  hear  them  and  can  easily  understand  and  remember 
them.  In  reproducing  a  story  there  is  nothing  to  be  in¬ 
vented  or  hunted  up,  as  in  original  composition;  yet  the 
process  requires  something  more  than  a  mere  copy  or  repe¬ 
tition.  One  has  the  facts  given  to  him  properly  arranged 
and  well  expressed,  but  he  must  draw  upon  his  own  re- 


40 


Course  of  Study . 


sources  in  selecting  words  and  forming  sentences.  Good 
stories  are  common  and  easy  to  find,  and  they  may  serve 
to  teach  morals  as  well  as  history. 

In  retelling  a  story  the  pupil  should  always  be  required 
to  do  something  more  than  to  copy  or  repeat.  By  changing 
slightly  the  point  of  view,  by  suggesting  a  different  pur¬ 
pose,  by  providing  a  special  hearer  or  reader,  by  trans¬ 
ferring  the  scene  to  another  environment,  the  teacher 
should  make  some  demand  upon  the  pupil’s  creative 
powers.  In  this  way  the  retelling  of  an  old  and  familiar 
story  may  be  made  an  exercise  in  original  composition. 

Suppose  one  to  have  been  chosen  that  is  suited  to  the 
age  of  the  children,  is  not  too  long,  and  is  worth  remem¬ 
bering.  Let  us  outline  a  plan  for  using  it. 

The  selection  is  read  aloud  once  by  the  teacher  or  by 
one  of  the  children.  Then  the  teacher  tells  the  story, 
varying  the  language  but  not  the  order  of  narration  —  twice 
if  necessary ,  but  still  in  different  words,  always  avoiding 
rhyme  and  poetic  diction,  that  there  may  be  no  memorizing 
of  set  forms.  This  done,  questions  are  asked  by  the  class 
or  the  teacher  to  make  sure  that  the  facts,  descriptions, 
and  allusions  are  thoroughly  understood. 

Now  some  member  of  the  class  tells  the  whole  story 
orally,  and  is  criticized  by  classmates  and  teacher  for  mis¬ 
statements  or  important  omissions,  for  misuse  of  words,  for 
giving  the  matter  in  bits  instead  of  as  a  whole,  or  for 
“spoiling  the  story.”  Others  give  their  versions  and  re¬ 
ceive  instruction  or  criticism  as  to  the  relative  prominence 
of  different  parts. 

Next,  but  perhaps  more  profitably  at  another  session,  all 
write  the  story  from  memory.  But  now  a  variation  is  in¬ 
troduced.  The  original  story  was  about  animals ;  it  is  now 
to  be  told  about  men.  It  was  formerly  about  children  in 
Germany  or  Holland ;  it  is  now  to  be  transferred  to 
America.  It  was  originally  told  in  the  third  person ;  it  is 
now  to  be  put  in  the  mouth  of  a  friend,  or  a  parent,  or  a 


Language . 


41 


classmate.  In  the  lowest  grades  and  at  the  beginning, 
such  changes  may  be  very  slight,  but  as  the  pupils  ad¬ 
vance,  more  and  more  originality  may  be  called  for. 

Suggestions  of  ways  in  which  stories  may  be  varied  in 
the  retelling  will  be  found  in  Lessons  11,  16,  40,  78,  140, 
160,  165  and  194  of  Book  I,  and  pp.  287-295,  304-307  of 
Book  II. 

Topical  outlines  should  be  used  sparingly ;  they  do  not 
sharpen  the  memory  and  may  kill  the  life  of  the  story. 
After  criticism  and  correction,  final  copies  may  be  made  as 
in  dictation  exercises. 

For  variety,  the  selection  may  be  put  into  the  hands  of 
the  children  to  be  read  until  they  are  familiar  with  it.  It 
is  no  great  task  to  make  a  collection  of  fifty  short  stories 
that  may  be  written  or  cut  out  and  pasted  upon  cards,  and 
numbered  for  distribution  in  the  class.  After  an  interval 
long  enough  for  all  to  read  their  selections  two  or  three 
times,  the  cards  will  be  collected,  and  each  member  of  the 
class  in  turn  will  have  a  story  to  tell,  or  to  write,  correct, 
and  copy  as  before. 

The  Use  of  Pictures:  Good  pictures  of  what  is  attrac¬ 
tive  and  interesting  to  children  may  be  used  to  advantage 
in  language  work.  They  stimulate  the  imagination  and 
develop  powers  of  observation  and  description. 

In  lower  grades  a  single  large  picture  of  the  right  kind 
will  serve  the  purpose;  but,  in  general,  each  pupil  should 
be  supplied  with  a  picture.  This  should  form  the  basis  of 
a  conversation.  At  the  outset  the  teacher  will  need  to  give 
help  by  questions,  explanations,  and  suggestions.  Such 
terms  as  right,  left,  center,  foreground,  background,  etc., 
must  be  understood. 

The  imagination  may  be  exercised  by  giving  names  to 
persons,  and  by  describing  actions,  incidents,  and  adven¬ 
tures  presumably  connected  with  them.  In  this  way  stories, 
more  or  less  elaborate,  may  be  told  with  the  picture  as  a 
basis.  In  framing  exercises  of  this  kind  there  is  room  for 


42 


Course  of  Study . 


a  great  deal  of  ingenuity.  Lessons  11.  19,  27,  29,  33,  71, 
83,  95,  116,  119,  135  and  159,  in  Book  I,  will  perhaps  be 
found  suggestive  in  this  regard. 

Descriptions  and  explanations  of  pictures  are  more  diffi¬ 
cult,  and,  in  general,  are  better  adapted  to  older  pupils.  In 
a  set  description  the  pupil  will  tell  what  he  sees  in  the  pic¬ 
ture,  beginning  with  the  central  or  chief  figure,  and  pro¬ 
ceeding  systematically.  He  will  tell  the  relation  of  one 
part  to  another,  and  what  the  characters  represented  seem 
to  be  doing.  Many  suggestions  will  be  needed  to  secure 
variety  in  forms  of  expression,  and  to  prevent  the  descrip¬ 
tion  from  becoming  mechanical  and  lifeless.  [See  Book  L 
Lessons  27,  71,  102,  112,  183  and  190,  and  Book  II,  Part 
III,  Lessons  33,  51,  53,  54,  57,  58,  60  and  64.] 

Teachers  should  beware  of  dwelling  upon  a  picture  until 
it  becomes  tedious,  and  in  no  case  should  an  exhaustive 
written  description  be  required.  When  the  important  fea¬ 
tures  of  the  picture  have  been  discussed  orally,  the  subject 
of  the  composition  may  profitably  be  narrowed  to  a  single 
question,  not  previously  touched  upon  (as,  for  example,  in 
Book  I,  Lesson  71).  It  should  always  be  borne  in  mind 
that  the  purpose  of  the  conversation  is  not  so  much  to  im¬ 
part  information  as  to  open  the  pupils  eyes,  stir  his  imagi¬ 
nation,  and  give  him  stimulus  to  expression. 

Letter  Writing :  As  a  means  of  training  in  purely  origi¬ 
nal  composition,  letter  writing  claims  our  attention  first. 
Like  story  telling,  it  is  easy  to  begin  with,  and  it  is,  more¬ 
over,  an  art  that  soon  becomes  practically  useful  and  even 
necessary ;  for  everybody  that  can  write,  writes  letters,  and 
most  persons  write  nothing  else. 

It  has  the  further  advantage  that  it  provides  a  reader 
who  presumably  is  interested  in  what  the  writer  has  to  say. 

However  much  the  matter  may  have  been  neglected,  no 
argument  is  needed  to  show  that  the  ordinary  forms  and 
conventions  of  this  the  most  common  of  the  uses  of  written 


Language.  43 

speech  ought  to  be  made  familiar  to  all  who  study  language 
in  school. 

The  work  will  be  examined  and  corrected  by  the  class 
as  in  dictation  exercises,  and  if  we  can  succeed  in  develop¬ 
ing  a  spirit  of  keen  and  kindly  criticism  it  will  prove  very 
effective  against  the  worst  errors  in  spelling,  form,  punctua¬ 
tion,  and  arrangement.  Not  a  few  awkward  or  ungram¬ 
matical  expressions  will,  however,  pass  unnoticed,  and  such 
faults  —  the  typical  ones  having  been  corrected  on  the 
blackboard  — may  be  made  the  subject  of  a  special  lesson, 
during  which  the  class  shall  do  the  correcting,  and  as  far 
as  possible  give  reasons  for  the  changes  made.  The  letters 
will  then  be  carefully  copied  —  twice,  if  need  be,  to  make 
them  perfect. 

For  variety,  the  letters  of  yesterday  may  be  exchanged 
and  answered,  and  within  certain  limits  each  one  may  be 
written  and  addressed  to  some  classmate.  It  is  a  good 
plan  to  have  genuine  letters  mailed  occasionally  to  parents 
or  friends;  and  a  letter  written  at  the  beginning  of  the 
year  may  be  kept  for  comparison  with  what  can  be  done 
after  a  year’s  practice. 

Many  exercises  in  letter  writing  will  be  found  in  Book  I, 
and  a  systematic  treatment  of  the  subject  for  older  pupils 
in  Book  II  (see  the  index  in  each  volume).  For  an  elabo¬ 
rate  development  of  this  method  of  composition  work  the 
teachers  may  consult  Miss  Charity  Dye’s  “Letters  and 
Letter  Writing  as  Means  to  the  Study  and  Practice  of  Eng¬ 
lish  Composition.”  (The  Bobbs-Merrill  Company,  In¬ 
dianapolis.  1903.) 

NarrativeWritiwg :  The  subject-matter  of  conversation 
and  writing  is  for  the  most  part  personal  experience  or  per¬ 
sonal  observation.  We  talk  much  about  what  we  have 
done,  seen,  heard,  or  felt,  adding  possibly  an  opinion,  a 
sentiment,  or  an  inference. 

The  making  of  an  orderly  statement  or  record  of  events 
is  narration  or  narrative  writing .  As  an  element  of  letter 


44 


Course  of  Study. 


writing  it  is  itself  the  easiest  and  most  common  form  of 
original  composition. 

In  this  form  of  language  exercises  subjects  are  assigned, 
and  some  suggestions  about  method  and  arrangement  are 
given;  but  in  the  choice  of  language  children  are  thrown 
upon  their  own  resources,  personal  experience  furnishing 
them  with  ideas. 

It  is  imperative,  however,  that  the  ideas  to  be  expressed 
be  clear  and  definite ;  and  if,  for  want  of  training,  none  but 
the  most  recent  impressions  are  distinct  enough  to  be 
recorded,  the  best  results  are  likely  to  be  got  from  exercises 
which  provide  for  noting  the  course  of  an  event  with  the 
view  to  reporting  it  afterwards.  Accessible  to  every  school 
there  are  places  of  historic  importance  —  public  buildings, 
mills,  or  something  to  which  a  class  may  be  sent,  in  groups 
of  two  or  three,  to  get  material  for  a  written  narrative  of 
the  visit  made.  They  may  use  note-books,  ask  questions 
freely,  get  much  useful  information,  and  form  habits  of 
observation  that  will  awaken  an  interest  in  many  new  sub¬ 
jects.  The  narrative  may  be  worked  up  from  an  outline, 
and  will  of  course  contain  some  descriptive  writing. 

In  the  more  advanced  work,  as  well  as  in  the  beginning 
work,  pictures  may  be  used  to  great  advantage.  The  teacher 
should  also  be  on  the  alert  for  current  events  which  may 
be  made  the  subject  of  interesting  narratives.  A  fire,  an 
accident,  a  circus,  an  excursion,  a  celebration  —  these  are 
matters  in  which  pupils  are  naturally  interested  and  about 
which  they  will  write  eagerly  and  unaffectedly.  Such  op¬ 
portunities  should  not  be  neglected. 

Descriptive  Writing :  Narration  and  description,  though 
closely  allied  and  in  practice  hard  to  separate,  are  yet 
easily  distinguishable.  The  one  deals  with  action,  the 
other  with  repose.  In  the  former,  the  verbs  mark  the 
movement;  in  the  latter,  nouns  and  adjectives  draw  a  pic¬ 
ture.  Purely  descriptive  writing  is  much  the  more  difficult 
for  children,  since  if  one  is  to  describe  an  object  accurately, 


Language. 


45 


he  needs  wider  knowledge,  closer  observation,  and  a  larger 
— often  a  technical — vocabulary. 

Practice,  however,  is  a  valuable  teacher,  and  may  lead 
children  to  observe  closely,  to  study  the  relations  of  parts, 
to  see  likenesses  and  differences,  and  to  choose  exact  ex¬ 
pressions.  But  there  is  need  to  give  instruction  and  guid¬ 
ance;  merely  to  assign  a  complex  object,  and  call  for  a 
description  of  it,  would  generally  waste  time.  At  first, 
such  an  object,  or  some  representation  of  it,  ought  to  be 
seen ,  then  studied  and  classified  as  to  appearance,  form, 
size,  location,  structure,  parts,  characteristics,  habits,  uses, 
history,  value,  etc.  All  these  judgments  should  be  ar¬ 
ranged  in  logical  order  under  suitable  headings,  that  the 
description  may  be  clear,  and  that  habits  of  methodical 
treatment  may  be  formed. 

Practice  in  choosing  descriptive  words  and  in  framing 
accurately  descriptive  phrases  and  sentences  will  be  found 
to  be  an  excellent  preparation  for  the  longer  exercises. 
Description  of  any  kind  will  be  the  gainer  if  the  subject  is 
interesting  to  the  pupil  and  the  exercise  has  some  definite 
point  and  purpose.  Thus,  to  describe  the  schoolhouse  just 
for  description’s  sake  may  be  tedious ;  but  to  describe  it 
for  an  architect  who  means  to  remodel  it,  or  for  the  .newly 
appointed  superintendent  who  has  not  yet  seen  it,  is  likely 
to  be  a  profitable  and  interesting  exercise. 

The  greatest  gain  will  come,  not  from  hurrying  over  a 
number  of  exercises,  but  from  carefully  completing  in  the 
right  way  a  single  one  that  is  adapted  to  its  purpose. 

Oral  vs.  Written  Work:  Is  not  the  importance  and  the 
dignity  of  oral  work  in  language  often  underestimated? 
Do  we  not  need  to  talk  well,  as  much  as  to  write  well;  and, 
as  a  test  of  culture,  does  not  the  English  that  we  speak 
count  for  more  than  that  which  we  write  ? 

It  is  the  greater  formality,  not  the  relative  importance, 
of  written  speech,  that  betrays  us  into  comparative  neglect 


46 


Course  of  Study . 


of  what  the  name  language,  implies.  The  same  words,  to 
be  sure,  and  the  same  syntax,  serve  for  both ;  but, 

(1)  The  custom  of  adding  to  one’s  available  vocabulary 
can  seldom  be  left  to  writing,  and  never  to  reading ;  we  do 
not  get  possession  of  a  word  till  we  hold  it  ready  for  use. 

(2)  Children  must  learn  to  select  the  appropriate  word 
on  the  instant;  writing  usually  lets  us  take  our  time. 

(3)  Only  by  oral  practice  can  we  master  the  principles 
of  agreement  and  concord,  and  catch  the  true  spirit  of 
English  idiom. 

(4)  Pronunciation  and  inflection  are  more  worthy  to  be 
studied  than  the  arbitrary  and  formal  rules  of  spelling  and 
punctuation,  to  which  they  correspond;  and 

(5)  Why  should  we  not  strive  as  much  for  purity  of 
tone  as  for  the  humble  excellence  of  calligraphy  ? 

GENERAL  SUGGESTIONS. 

1.  The  work  of  eight  or  nine  years  is  to  comprise  study 
of  the  best  models  of  written  language  suitable  for  the  sev¬ 
eral  grades,  together  with  exercises  to  develop  the  language 
faculty,  so  that  the  learner,  while  encouraged  to  vigorous 
thinking,  may  express  and  communicate  his  thought  wil¬ 
lingly  and  readily  in  simple,  correct,  well-chosen  language, 
whether  oral  or  written. 

2.  Though  language  is  in  itself  an  object  of  study,  it 
must  be  remembered  that  the  acquisition  of  language  as  a 
medium  of  expression  constitutes  a  part  of  the  teaching  of 
every  other  subject.  The  material  for  thought  may  be  fur¬ 
nished  by  such  studies  as  form,  color,  number,  the  natural 
sciences,  geography,  history,  etc.  The  time,  therefore,  as¬ 
signed  to  these  latter  subjects  will  be  used  partly  in  getting 
material  and  developing  thought,  and  partly  in  express¬ 
ing  and  communicating  thought  in  language.  All  studies, 
therefore,  furnish  useful  knowledge,  and  are  the  natural 
means  for  developing  those  powers  upon  which  the  lan- 


Language. 


47 


guage  faculty  depends.  They  are  the  necessary  basis  of 
language  training. 

3.  Language  is  the  oral  or  written  expression  of  thought ; 
in  all  language  exercises,  mental  impressions  must  precede 
thought,  as  expression  follows  it.  The  sequence  is — Ob¬ 
servation,  thought ,  expression. 

4.  Do  not  ask  a  child  to  talk  or  write  connectedly  upon 
a  subject  until  by  observation,  conversation,  questioning, 
reading,  etc.,  there  is  formed  a  clear  and  orderly  arrange¬ 
ment  of  ideas  in  his  mind. 


5.  The  purpose  of  all  language  teaching  is: 

(a)  To  develop  and  train  the  language  faculty  by  ob¬ 
servation  and  practice,  so  that  the  pupil  may  speak  and 
write  naturally  and  effectively;  and 

( b )  To  develop  and  confirm  in  him  a  literary  conscience  ; 
that  is,  a  keen  sense  for  the  genius  and  idiom  of  his  mother- 
tongue. 

Among  these,  as  secondary  or  minor  points  to  be  con¬ 
sidered,  are : 


In  Speech. 

Purity  of  Tone. 

Distinctness  of  Utterance. 
Correct  Pronunciation. 
Suitable  Inflection. 

Right  Choice  of  Words. 
Freedom  from  Solecisms  and 
Inelegancies. 

Orderly  Arrangement. 


In  Written  Language. 
Good  Penmanship. 

Forms  of  Letters. 

Correct  Spelling. 

Punctuation. 

Right  Choice  of  Words. 
Freedom  from  Solecisms  and 
Inelegancies. 

Orderly  Arrangement. 


6.  Every  exercise  in  school  in  which  words  are  used 
should  be  made  to  aid  in  language  training.  Exercises  in 
oral  language  should  always  precede  those  in  written  lan¬ 
guage.  Reading,  form,  elementary  science,  geography,  his¬ 
tory,  and  arithmetic  will  furnish  constant  opportunities  for 
practice  in  most  forms  of  language  work. 

7.  In  recitations,  encourage  the  children  to  talk  freely. 
Do  not  repress  them  by  constant  criticism  of  their  manners 


48 


Course  of  Study . 


and  forms.  Secure  propriety  gradually,  but  not  at  the  ex¬ 
pense  of  the  utmost  freedom. 

8.  Accustom  the  child  to  use  a  sentence  rather  than  a 
phrase  in  answering.  Keep  only  correct  forms  before  the 
eye  during  the  imitative  years,  but  drill  constantly  on  the 
forms  that  should  replace  the  common  improprieties  of 
speech. 

9.  In  teaching  language,  use  should  be  made  of  such 
exercises  as  are  indicated  below : 


f  (1)  Print, 

1.  Copying  from  <  (2)  Hearing, 
[  (3)  Memory. 


(1)  Stories:  ] 

2.  Oral  or  writ-  (  read. 

?onnofPr0dUC’  (2)  Anything  that  is  read: 


aloud, 

silently. 


.  (3)  Memorized  selections. 

3.  Making  stories  from  pictures:  (1)  Oral.  (2)  Written. 

4.  Letter  writing:  (1)  Social.  (2)  Business. 

5.  Oral  and  writ-  f  (1)  Personal  experience, 
ten  narratives  \  (2)  Biography, 

of  I  (3)  Historical  events. 

6.  Description:  (1)  Oral.  (2)  Written 

7.  Use  of  synonyms;  definitions. 

8.  Explanatory  writing. 


10.  That  the  class  may  have  thorough  Reviews ,  the 
teacher  is  to  become  familiar  with  what  is  taught  in  pre¬ 
vious  grades. 

11.  Teachers  should  keep  Dictation  Books  containing 
dictation  lessons  and  other  exercises.  In  this  way  the  pro¬ 
gressive  character  of  the  work  may  be  shown,  and  reviews 
may  be  easily  made.  Exercises  may  be  repeated  and  am¬ 
plified  as  occasion  requires. 

12.  Pupils  may  be  trained  from  the  outset  to  correct 
one  another’s  written  work,  a  uniform  system  of  marking 
errors  being  used.  At  first  not  all  errors  will  be  noted,  but 
habits  of  close  observation  will  be  formed,  and  soon  the 
number  of  mistakes  detected  will  materially  lessen  the 


Language . 


49 


work  of  an  overburdened  teacher.  One  who  attempts  to 
correct  all  the  written  exercises  of  her  pupils  will  probably 
give  about  one-tenth  as  many  exercises  as  should  be  given. 

[Bracketed  subjects  to  be  taken  in  this  year  by  such 
schools  only  as  have  the  eight  years  course.  “ Lessons  in 
English,”  Book  I,  to  be  in  the  hands  of  pupils  in  this 
grade.] 

In  this  and  subsequent  grades  the  oral  and  written  lan¬ 
guage  work  is  to  go  on  in  parallel  lines,  as  indicated  in  the 
previous  outlines.  The  material  for  thought  and  expression 
is  to  be  found  in  the  study  of  form,  science,  geography, 
history,  arithmetic,  and  in  reading  lessons.  Ideas  must  be 
clear;  thought  must  take  definite  shape.  Children  must 
be  given  time  to  think  of  what  they  want  to  say  before  they 
speak  or  write;  cultivate  thoughtfulness  and  deliberation. 
Use  the  reading  lessons  in  the  same  way,  in  both  oral  and 
silent  reading.  Call  attention  to  good  models  of  language. 
Let  children  commit  choice  passages  of  prose  and  poetry 
to  memory. 

Throughout  Book  I  there  are  many  lessons  for  correla¬ 
tion  of  composition  and  elementary  science.  Before  the 
pupil  writes  he  should  make  careful  observation  and  study 
from  the  object,  if  possible,  and  there  should  be  one  or 
more  conversation  lessons  upon  it.  Questions  will  aid  in 
the  orderly  arrangement  of  the  child’s  sentences. 

I.  Oral  Composition . 

Talking:  (a)  Descriptions  of  objects,  maps,  pictures ; 
( b )  stories  suggested  by  pictures;  ( c )  reproduction  from 
reading  lessons  and  from  information  lessons;  [(<i)  stories 
from  history  and  other  supplementary  reading;]  ( e )  con¬ 
versations  on  social  topics  or  points  of  common  etiquette. 

II.  Written  Composition. 

Copying :  Sentences,  paragraphs,  and  selections  from 
prose  and  poetry. 

-4 


60 


Course  of  Study . 


Letter  Forms:  Teach  that  proper  names  begin  with 
capitals;  that  itali  s  are  meant  by  underlining  script. 

Continue  use  of  diacritical  marks, 

Punctuation :  (a)  The  comma,  as  in  “Lessons  in  Eng¬ 
lish, ”  Book  I,  pages  45,  55,  57,  97. 

( b )  The  apostrophe  in  plural  possessives. 

( c )  The  hyphen  at  the  end  of  a  line  when  a  word  is 
rightly  divided. 

[(c?)  Divided  quotations.] 

Abbreviations  as  they  occur  in  common  use,  and  in  geog¬ 
raphy  and  arithmetic. 

Word  Forms:  (")  Plurals  in  es.  [(£)  The  sixteen  plu¬ 
rals  in  V'S  ]  [(c)  The  nine  plurals  without,  s.]  [( d )  For¬ 
mation  of  possessives.] 

Continue  drill  on  verb  forms  and  pronoun  forms  com¬ 
monly  misused.  [  See  Index,  “Lessons  in  English,”  Book  I.] 

Dictation  daily. 

Letter  Writing:  Familiar  letters.  Folding  of  paper  for 
insertion  in  envelopes.  Envelope  addresses. 

[ Story  Telling:  In  this  grade  children  should  become 
familiar  with  some  of  the  best  short  classic  stories.  En¬ 
courage  the  reading  of  them  in  books  belonging  to  class 
and  public  libraries.] 

Not  for  schools  having  the  eight  years  course. 

[Of  the  work  outlined  below,  all  that  is  necessary  to  be 
done  in  “eight-year”  schools  is  distributed  in  the  work  of 
the  preceding  and  the  following  years,  as  there  indicated 
by  the  bracketed  parts.  It  will  replace  work  not  indis¬ 
pensable  to  those  years.  “Lessons  in  English,”  Book  I,  to 
be  in  the  hands  of  the  pupils.] 

/.  Oral  Composition . 

The  best  oral  language  work  is  done  in  connection  with 
readmg ,  geography ,  science ,  and  other  school  lessons.  The 
order,  “  Observation ,  thought ,  expression ,”  should  be  fol¬ 
lowed. 


Language . 


51 


Pupils  should  first  learn  to  talk  freely .  Correctness  and 
the  other  virtues  of  good  English  will  be  acquired  by  de¬ 
grees.  Encourage  the  conversation  about  what  is  studied, 
especially  about  subjects  of  geography,  history,  and  classic 
stories. 

II.  Written  Composition. 

Copying ,  occasionally  from  text- books,  to  teach  orderly 
and  tasteful  arrangement  of  written  work. 

Letter  Forms:  Capitals  in  titles  of  books,  etc.  Capitals 
in  proper  names  ( in  connection  with  geography  ).  Capitals 
shown  by  underlining  script  with  three  lines.  Practice  in 
use  of  diacritical  marks  with  dictionary. 

Punctuation:  The  comma  as  in  preceding  grade.  Quo¬ 
tation  marks. 

Abbreviations  as  they  appear  in  current  use  in  various 
studies  and  on  pages  231,  232. 

Word  Forms:  The  sixteen  plurals  in  ves.  The  nine 
plurals  without  s.  Nouns  ending  in  o  form  plurals  in  s. 
Teach  as  exceptions:  Cargoes ,  calicoes ,  echoes ,  heroes , 
mosquitoes ,  mottoes ,  negroes ,  potatoes ,  tomatoes ,  torpedoes, 
volcanoes,  vetoes.  Drill  upon  possessive  forms. 

Continue  practice  in  verb  forms  and  pronoun  forms. 
[See  Index  “Lessons  in  English,”  Book  I.] 

Dl  tation:  Brief  exercises  involving  capitals,  punctua¬ 
tion,  homonyms,  daily  throughout  the  year. 

Letter  Writing:  Familiar  letters  written,  folded,  en¬ 
veloped,  addressed,  and  even  mailed,  if  creditable  —  their 
subject-matter  to  include  na/rranve  and  descriptive  writing, 
based  on  personal  experience,  geography  work,  and  lessons 
in  plant  and  animal  life.  Furnish  outlines  for  letters,  to 
secure  orderly  arrangement. 

Sfory  Telling :  In  this  grade  children  should  become 
familiar  with  some  of  the  best  short  classic  stories.  En¬ 
courage  the  reading  of  them  in  books  from  class  and  pub¬ 
lic  libraries. 

Choice  of  Words:  Synonymous  words  and  phrases 
studied. 


52 


Course  of  Study. 


GRAMMAR. 


SIXTH  YEAR. 

Text. — Hoenshel’s  Complete  Grammar. 

The  teacher  should  read  the  Preface,  Suggestions  to 
Teachers,  and  Hints  on  Teaching  Part  One.  Become  fa¬ 
miliar  with  the  author’s  ideas  and  methods,  and  follow  the 
text  closely. 

First  Month.  Go  to  page  36. 

SUGGESTIVE  COMPOSITION  WORK  FOR  SIXTH  YEAR. 

Composition  work  of  this  year  correlates  closely  with 
Primary  History.  The  material  for  the  biographies  of  the 
historical  characters  should  be  presented  orally  by  the 
teacher  in  the  general-exercise  period  twice  a  week,  where 
the  school  program  is  crowded.  If  Primary  History  occu¬ 
pies  a  regular  recitation  period  on  the  program  for  the 
sixth-year  pupils,  the  composition  exercises  will  serve  the 
purpose  of  a  weekly  review.  Other  composition  subjects 
for  the  year  are  based  on  the  classic,  Miles  Standish,  and  on 
descriptions  of  familiar  objects,  landscapes,  etc.  Principal 
current  events  should  also  be  made  the  subject  of  brief 
compositions. 

SUGGESTIVE  OUTLINES. 

Indian: 

1.  The  original  home. 

2.  When  first  seen,  and  by  whom. 

3.  Their  manner  of  living. 

4.  Their  industries. 

5.  Their  religion. 

6.  Attitude  toward  white  man. 


Grammar . 


53 


7.  Treatment  by  white  man. 

(a)  Results. 

1.  Wars. 

2.  Treaties. 

(1)  Disposition  fostered. 

8.  United  States  granting  permanent  homes. 

Indian  Child: 

1.  His  ancestral  home. 

2.  Industries. 

8.  Early  education. 

(a)  Running. 

( b )  Swimming. 

(c)  Hunting. 

(a)  Ability  to  make  required  materials. 

'  (d)  Endurance. 

4.  Habits  and  customs. 

The  Twentieth  Century  Indian: 

1.  Where  and  how  educated. 

2.  His  usefulness. 

3.  His  position  in  life. 

4.  United  States  assistance. 

Second  Month.  Pages  36  to  48. 

Emphasize  the  fact  that  the  classification  of  words  into 
parts  of  speech  depends  upon  their  use  in  the  sentence. 
This  must  be  kept  constantly  in  mind. 

Construction  of  words  should  be  studied  in  connection 
with  the  work  in  reading  and  composition. 

Continue  previous  instructions  in  composition  work, 
giving  special  attention  to  paragraphing,  margin,  spelling, 
capitalization,  and  neatness.  Accept  no  poorly  prepared 
papers.  You  encourage  carelessness  when  you  accept  any¬ 
thing  short  of  the  pupil’s  best  efforts. 

Composition  work  for  this  month:  Write  a  story  of 
Pocahontas. 


54 


Course  of  Study . 


Third  Month.  Pages  48  to  60. 

Give  thorough  drill  in  selecting  subjects  and  predicates, 
preparatory  to  analysis.  Let  pupils  select  from  short  sen¬ 
tences  in  the  reader. 

Composition  work  for  this  month:  William  Penn. 
Fourth  Month.  Pages  60  to  73. 

Analysis  should  accompany  diagramming.  See  sugges¬ 
tions  for  next  month. 

Composition  work  for  this  month:  Joys  of  Christmas¬ 
time. 

Fifth  Month.  Pages  73  to  85. 

The  first  week  of  this  month  should  be  spent  in  analy¬ 
sis.  Begin  with  the  simplest  sentences,  such  as  those  found 
on  page  58.  The  following  is  a  good  form: 

1.  (Sentence.)  ‘‘Boys  study.1 ”  This  is  a  simple  de¬ 
clarative  sentence,  of  which  “ boys”  is  the  simple  subject? 
unmodified  “Study”  is  the  simple  predicate,  unmodified. 

Note. —  It  will  be  necessary  to  teach  the  meaning  of  a 
few  terms  as  you  proceed.  This  can  be  done,  if  the  teacher 
is  cartful  in  the  beginning,  and  is  persistent  in  following 
it  up. 

2.  “The  soldiers  wore  uniforms.”  This  is  a  simple  de¬ 
clarative  sentence,  of  which  “the  soldiers”  is  the  complex 
subject;  “soldiers”  the  simple  subject  is  modified  by  “the,” 
a  simple  adjective  element  of  the  first  class,  etc. 

Note. —  Definitions:  Adjective  element  is  a  word  ^rgroup 
of  words  performing  the  office  of  an  adjective.  Complex 
subject  is  the  simple  subject  with  all  its  modifiers.  First- 
class  elements  are  words,  second-class  elements  are  phrases, 
third  class  elements  are  clauses. 

Follow  these  sentences  by  those  containing  compound 
and  complex  elements,  but  do  not  take  up  complex  sen¬ 
tences  until  pupils  can  analyze  simple  sentences  with  ease 
and  accuracy.  Lesson  47  contains  some  good  sentences. 


Grammar. 


55 


Do  not  go  too  fast,  but  get  the  class  well  grounded  in 
analysis  of  simple  sentences. 

The  rules  for  capitalization  and  punctuation  should  be 
memorized.  They  are  arbitrary,  and  the  only  way  to  master 
them  is  to  memorize  them.  They  should  be  “at  the  pencil’s 
point ”  when  needed,  the  same  as  the  multiplication  table. 
The  tendency  has  been  to  slight  memoriter  work  on  ac¬ 
count  of  the  reaction  from  the  inordinate  stress  laid  upon 
it  in  former  times. 

Give  emphasis  to  the  lessons  on  case,  and  see  that  the 
subject  is  clearly  presented.  Give  supplementary  work,  if 
necessary,  until  you  are  sure  they  understand  as  much  of 
the  subject  as  is  presented  in  Lessons  VIII  and  IX. 

Paragraph  3,  page  81,  means  all  singular  nouns;  those 
ending  in  s  as  well  as  others.  The  tendency  among  the 
best  writers  is  to  use  9s  in  forming  the  possessive  of  singu¬ 
lar  nouns  ending  with  s  ;  as.  Charles’s. 

COMPOSITION  WORK. 

Topics:  Henry  Hudson.  Begin  the  study  of  the  classic, 
Miles  Standisli.  Prepare  for  Kansas  Day  program. 

Suggestions  for  Study  of  a  Classic:  Have  pupils  look 
up  the  meaning  of  all  new  words,  and  help  them  to  gat  an 
understanding  of  all  figurative  expressions.  Require  short 
theme  on  the  situation  and  surroundings  at  the  beginning 
of  the  story.  In  study  of  the  classic  as  a  whole,  consider 
general  meaning;  meaning  of  parts;  words  and  phrases; 
ideas  or  facts  new  to  the  class;  subjects  of  the  separate  para¬ 
graphs;  characters  of  the  story;  references,  allusions,  etc. 

Sixth  Month.  Pages  85  to  96. 

The  most  important  part  of  this  month’s  work  is,  per¬ 
haps,  the  proper  presentation  of  the  subject  of  parsing. 
Parsing  is  such  a  “bugbear”  to  children,  usually,  because 
they  have  not  properly  learned  the  order  for  parsing.  Their 
trouble  is  not  so  much  that  they  cannot  tell  the  person, 
number,  or  other  modification,  as  that  they  get  mixed  up 


56 


Course  of  Study . 


in  the  order'of  parsing,  and  are  uncertain  as  to  what  should 
be  given  next.  Hence,  in  learning  to  parse  any  part  of 
speech,  the  first  step  is  to  learn  a  definite  order  for  parsing, 
and  it  should  be  perfectly  memorized  and  always  followed. 

It  is  a  good  plan  to  have  pupils  give  reasons  or  defini¬ 
tions  as  they  parse;  as,  John  is  a  noun  because  it  is  the 
name  of  some  person ;  run  is  a  verb  because  it  expresses 
action,  etc.  This  should  be  followed  until  the  pupils  are 
perfectly  familiar  with  the  definitions,  and  then  dropped. 

The  form  for  written  parsing  given  below  is  a  time-saver 
for  pupil  and  teacher;  but  should  not  be  used  until  pupils 
are  well  started  in  the  subject  of  parsing  as  suggested 
above : 


Columbus 

was 

a 

sailor 

n., 

v., 

adj., 

n., 

prop , 

irreg., 

defin., 

com., 

mas., 

intran., 

indef.  art., 

mas., 

3d, 

act., 

not  comp., 

3d, 

sing., 

indie., 

mod.  sailor. 

sing., 

nom., 

past, 

nom., 

sub.  of  was.  3d, 

in  pred. 

sing., 

with  was. 

to  agree 

with  sub., 

Columbus. 

Do  not 

make  the  mistake  of  passing 

too  rapidly  over 

declension. 

Thoroughly 

memorize.  For  oral  work  use 

the  old  fashioned  way,  as 

follows:  First 

person,  singular, 

nominative 

I,  possessive 

my,  objective  me;  plural,  nomi- 

native  we,  etc. 

In  oral  parsing  of  the  pronoun  —  gender,  person,  num¬ 
ber  to  agree  with  antecedent .  Verb  —  person  and  number 
to  agree  with  subject .  Insist  that  these  be  given,  and  see 
that  they  are  understood. 

Do  not  neglect  the  written  work  called  for  in  the  text. 
Emphasize  accuracy  and  neatness. 


Grammar. 


57 


Composition  work  continued  as  before. 

Topic:  George  Washington. 

Classic  study :  Describe  Miles  Standish,  John  Alden, 
Priscilla.  Describe  the  interior  of  a  Pilgrim  home. 

Seventh  Month.  Pages  96  to  108.  Go  very  carefully 
over  pages  96,  97,  98  and  99. 

Distinguish  carefully  between  transitive  and  intransitive 
verbs.  Do  not  let  pupils  become  confused  when  they  take 
up  passive  voice.  They  often  think  a  passive  verb  is  in¬ 
transitive. 

Topics  for  composition  work:  Franklin.  Write  the 
story  of  Miles  Standish.  Pupils  should  tell  the  story  in 
their  own  words. 

Eighth  Month.  Pages  108  to  120. 

The  study  of  infinitives  is  first  taken  up  this  month.  The 
teacher  should  give  numerous  examples,  till  the  class  can 
readily  distinguish  between  infinitives  and  prepositional 
phrases  beginning  with  to. 

Put  much  time  on  rapid  oral  analysis  and  parsing.  This 
can  be  done  to  good  advantage  in  connection  with  black¬ 
board  work.  It  is  not  enough  that  the  sentence  be  dia¬ 
grammed.  The  important  thing  is  that  the  pupil  be  able 
to  analyze  the  sentence  and  give  the  construction.  This 
is  the  teacher’s  opportunity  to  train  the  pupils  to  think 
rapidly  and  to  express  their  thoughts  with  clearness,  ac¬ 
curacy,  and  fluency. 

Continue  composition  as  before. 

Topic:  Eli  Whitney  and  his  cotton-gin. 

Ninth  Month.  Pages  120  to  130. 

By  this  time  the  pupils  should  have  well  in  mind  a  good 
form  for  analysis.  This  should  be  followed  implicitly.  A 
diagram  is  of  no  value  unless  it  is  a  form  of  analysis,  and 
the  teacher  should  be  sure  that  the  pupils  understand  the 
meaning  of  the  diagram. 


58 


Course  of  Study . 


Continue  composition  as  before. 

Topics:  Daniel  Webster  and  Harriet  Beecher  Stowe. 
History  of  a  Loaf  of  Bread. 

SEVENTH  YEAR. 

First  Month.  Pages  130  to  139. 

It  will  be  well  to  review  some  easy  work  in  analysis  and 
diagramming  before  taking  up  the  work  of  this  month. 

Composition  work  continued  as  before.  Topics:  Lin¬ 
coln  and  Davis. 

Word  exercises.  Select  beginning  phrases  or  clauses, 
and  have  pupils  continue  with  a  paragraph  containing 
whatever  is  snggnsted  to  their  minds. 

Examples:  Along  the  bank  of  the  stream.  Coming  rapidly  down 
the  road.  Through  the  dark,  green  forest. 

Aim  of  exercises — to  cultivate  originality  and  sponta¬ 
neity  of  expression.  Pupils  to  write  the  first  thoughts 
that  suggest  themselves  when  teacher  writes  or  speaks  the 
phrase.  (See  Hardy’s  Composition  Exercises,  Henry  Holt 
&  Co.,  New  York.)  Subjects  correlated  with  the  history 
work  of  the  month:  Columbus;  La  Salle’s  Exploration  of 
the  Mississippi  ( see  ^White’s  History  Outline);  Letter¬ 
writing —  informal  invitations. 

Letters  should  never  be  written  to  friends  in  lead-pencil. 

Second  Month.  Pages  139  to  118. 

Composition  Work. —  Compositions  based  on  classic 
study:  Grandfather’s  Chair.  Suggested  topics  for  short 
themes:  Grandfather’s  Dream.  Pine  Tree  Shilling.  Sa¬ 
lem  Witchcraft.  Subjects  correlated  with  the  history  work 
of  the  month:  First  Settlements  in  Virginia.  First  Settle¬ 
ments  in  Massachusetts. 

It  is  suggested  that  the  teacher  select  a  picture  to  dis¬ 
play,  from  the  Perry  Pictures:  Mother  and  Child,  by  Le 
Brun;  Horse  Fair,  by  Rusa  Bonheur;  or  the  Impudent 
Puppy,  by  Landseer.  (Perry  Picture  Co.,  Malden,  Mass.) 


Grammar. 


59 


Have  a  place  to  display  these  pictures.  Put  up  one  at  a 
time.  Encourage  pupils  to  study  same  and  to  ask  ques¬ 
tions  about  it.  Require  no  work  in  this  connection  that 
will  detract  from  the  enjoyment. 

Third  Month.  Pages  148  to  159. 

Give  special  attention  to  the  possessive  case.  Follow 
text  closely. 

Review  Grandfather’s  Chair,  having  pupils  write  entire 
story  in  their  own  words.  Letter- writing :  Write  an  order 
for  goods.  For  Thanksgiving  week  write  a  composition  on 
the  history  of  Thanksgiving,  with  reasons  for  celebration 
of  this  holiday. 

Compare  our  Thanksgiving  of  to-day  with  the  New  Eng¬ 
land  Thanksgiving  of  our  Pilgrim  fathers. 

Fourth  Month.  Pages  159  to  171. 

Give  special  attention  to  the  definitions  given  in  this 
month’s  work.  The  pronoun  and  adjective  deserve  close 
study.  Do  not  neglect  declension.  In  Lesson  22  have  pu¬ 
pils  write  sentences  on  paper,  filling  blanks  with  the  cor¬ 
rect  forms  of  words.  For  class  work,  let  pupil  read 
sentences  from  the  book,  giving  reasons  for  his  choice. 

Composition  work  for  this  month  :  Topics — A  Colonial 
Home.  The  Puritan’s  Hardships  on  Two  Continents. 
The  Locomotive  and  the  Stage-coach.  Write  an  excuse 
for  a  pupil’s  absence  from  school. 

Picture  Study:  (Perry  Pictures.)  ‘‘The  Gleaner,”  by 
Millet. 

Fifth  Month.  Pages  171  to  185. 

Do  not  neglect  principal  parts  of  verbs.  Why  called 
principal  parts?  Perform  carefully  the  work  called  for  on 
page  181.  Teach  thoroughly  the  rules  for  agreement  of 
verbs  with  their  subjects,  and  require  many  sentences  illus¬ 
trating  them. 

Composition  work  continued  as  before.  Topics:  Roose- 


60 


Course  of  Study . 


velt,  Frances  Willard,  Clara  Barton,  McKinley.  Suggestive 
outline  on  the  story  of  a  calico  dress: 


1.  Where  I  grew. 

2.  How  I  grew  and  looked. 

3.  My  home-leaving. 

4.  My  journey. 

5.  My  new  home. 


6.  My  change. 

(a)  Cotton  into  thread. 

(b)  Thread  into  cloth. 
(<?)  Cloth  into  calico. 
(d)  Calico  into  dress. 


Sixth  Month.  Pages  185  to  199. 

Conjugation  and  synopsis.  Conjugate!  Conjugate!  Con¬ 
jugate!  Many  pupils  (and  some  teachers)  have  not  a  clear 
distinction  between  a  conjugation  and  a  synopsis.  Clear 
the  matter  up  now.  The  ability  to  write  a  synopsis  is  the 
test  of  one’s  knowledge  of  a  conjugation. 

Composition  work  for  month:  A  Description  of  Our 
Schoolhouse.  The  Story  of  a  Pine  Board. 


Seventh  Month.  Pages  199  to  211. 

Do  not  neglect  Lesson  42.  This  lesson  should  be  divided 
into  two  lessons,  and  oral  exercises  of  this  same  nature 
should  supplement  this  work. 

Composition  work  as  before.  Topics:  Picture  Study  — 
The  Angelus.  (Perry  Pictures,  No.  509.)  Write  a  de¬ 
scription  of  an  ideal  schoolroom.  Write  a  letter  of  intro¬ 
duction. 


Eighth  Month.  Pages  211  to  220. 

Do  not  neglect  work  given  on  pages  214,  215  and  217. 
Composition  work:  Legal  Holidays  and  Other  Holidays. 
Occupations  Open  to  Boys.  Write  a  letter  of  recommen¬ 
dation. 


Ninth  Month.  Pages  220  to  232. 

Continue  analysis  with  diagramming. 

Composition  work:  Occupation  of  a  Family  of  Pioneers. 


Grammar . 


61 


EIGHTH  YEAR. 

First  Month.  Pages  232  to  245. 

Follow  the  text  closely,  taking  great  care  that  the  con¬ 
struction  work  is  carefully  done. 

COMPOSITION  WORK. 

Read  the  classic,  The  Great  Stone  Face,  by  Hawthorne. 
Have  pupils  look  up  the  meaning  of  all  new  words,  and 
help  them  to  get  an  understanding  of  all  figurative  expres¬ 
sions.  Require  short  theme  on  the  situation  and  surround¬ 
ings  at  the  beginning  of  the  story.  In  study  of  the  classic 
as  a  whole,  consider  general  meaning;  meaning  of  parts; 
words  and  phrases,  ideas  or  facts  new  to  the  class;  subjects 
of  the  separate  paragraphs;  characters  of  the  story;  refer¬ 
ences,  allusions,  etc. 

Second  Month.  Pages  245  to  256. 

Composition  work  as  suggested  on  page  245.  Write 
compositions  on  the  following  topics  in  review  of  The  Great 
Stone  Face:  Describe  the  great  stone  face.  Describe 
each  person  mentioned  in  the  story.  Write  a  composition 
on  the  lesson  of  the  story.  Have  pupils  write  a  review  of 
the  story  as  a  whole.  Make  this  last  composition  a  study 
in  paragraphing. 

Third  Month.  Pages  256  to  267. 

Composition  work  as  follows:  Occupations  Open  to  Girls. 
Study  a  picture.  (Perry  Picture  Co.)  The  Shepherd’s 
Chief  Mourner,  by  Landseer. 

Fourth  Month.  Pages  267  to  277. 

Do  not  write  “The  Essay  on  the  Verb”  in  Lesson  XXIII, 
but  with  outline  before  him  let  pupil  discuss  without  fur¬ 
ther  notes.  Write  a  letter  ordering  a  dictionary,  enclosing 
the  price,  $12.  Review  the  different  parts  of  a  letter,  and 
drill  pupils  in  writing  the  superscription  and  subscription 
of  letters,  laying  special  stress  on  punctuation. 


62 


Course  of  Study . 


Fifth  Month.  Pages  277  to  287. 

Composition  work:  Study  the  classic,  The  Vision  of  Sir 
Launfal.  Follow  suggestions  for  study  of  The  Great  Stone 
Face.  Oral  work  on  the  following  topics:  Describe  the 
June  day.  Describe  Sir  Launfal  as  he  was  at  the  begin¬ 
ning  of  the  narrative.  Tell  in  order  the  events  that  took 
place  in  his  dream  ( being  careful  not  to  confuse  any  of  these 
events  with  those  preceding  and  following).  Describe  the 
beggar.  Describe  Sir  Launfal’s  castle,  giving  only  details 
that  the  poem  suggests.  Describe  the  winter  day.  Tell  all 
you  can  about  the  Holy  Grail.  Describe  Sir  Launfal  as 
he  appears  at  the  close  of  his  dream- wanderings.  Contrast 
his  character  before  and  after  his  dream. 

Sixth  Month.  Pages  287  to  295. 

Fully  half  of  the  month’s  time  should  be  spent  in  analy¬ 
sis  and  diagramming  of  difficult  sentences.  If  more  sen¬ 
tences  than  are  given  in  the  book  are  needed,  select  from 
readers. 

Composition  work:  Write  a  review  of  the  classic,  Sir 
Launfal.  Make  a  study  of  Lowell’s  biography. 

Seventh  Month.  Review  the  noun,  using  outline 
found  on  page  245.  Review  the  pronoun,  requiring  the 
pupil  to  make  his  own  outline.  Review  the  first  half  of 
Part  III.  Teacher  consult  other  texts.  Encourage  pupils 
to  do  the  same.  Give  frequent  written  tests.  Use  county 
examination  questions,  etc. 

Composition  work  for  the  month:  Topics — Our  Postal 
System.  The  Meaning  of  our  State  Motto,  including  the 
significance  of  the  state  seal. 

Eighth  Month.  Review  the  adjective,  requiring  the 
pupils  to  make  their  own  outline.  Review  the  second  half 
of  Part  III.  Heed  suggestions  of  seventh  month. 

Composition  work  for  month  :  Topics — Modes  of  Travel, 


Grammar . 


63 


Ancient  and  Modern.  Picture  study.  (  Perry  Picture  Co.) 
The  Shepherdess,  by  Le  Rolle. 

Ninth  Month.  Review  the  verb  according  to  outline 
found  in  Lesson  XXIII.  Review  the  essentials  found  in 
Part  IV.  Heed  suggestions  of  seventh  month. 

Composition  work :  Topic — How  I  would  like  to  Spend 
the  Summer. 


64 


Course  of  Study. 


SPELLING. 

FIRST  YEAR. 

For  the  first  three  months,  follow  directions  in  Ward’s 
Manual,  pages  29  to  31. 

Fourth  Month.  Use  sight-words  in  sentences  and 
spell  phonetically. 

Fifth  Month.  Dictate  sentences  made  from  sight- 
words  in  reading  lesson. 

Sixth  Month.  Written  spelling  from  dictation. 

Seventh  Month.  Written  spelling  from  dictation. 

Eighth  Month.  Select  words  from  day  to  day  that 
have  been  missed  in  reading  lessons.  Make  a  list  of  these, 
and  drill  on  them  until  pupils  can  spell  them.  Keep  the 
list  within  the  ability  of  the  class.  Spell  orally. 

Ninth  Month.  Continue  the  work  of  the  seventh  and 
eighth  months.  Drill !  Drill !  Drill ! 

SECOND  YEAR. 

Words  to  be  taken  from  the  Reader.  For  method,  see 
pages  29  and  69,  Ward  Manual.  Use  both  methods. 

Make  a  list  of  hard  words  from  each  month’s  work. 
Keep  a  word  in  a  list  until  it  has  been  learned.  These 
words  should  always  be  within  the  range  of  the  pupils’ 
vocabulary.  Keep  list  of  the  week’s  work  upon  black¬ 
board,  to  be  used  as  seat-work  in  many  ways.  This  may 


Spelling. 


65 


be  supplemented  by  using  the  first  twenty  lessons  of  Rath- 
bun’s  Graded  Speller.  Text  in  hands  of  teacher  only. 

THIRD  TEAR. 

Words  to  be  taken  from  the  Reader.  Spell  phonetically 
and  by  letter. 

Pronounce  and  spell  difficult  words  of  all  lessons  of  each 
month.  Make  lists  from  the  reading  lessons,  the  arithmetic 
lessons,  the  language  lessons,  etc.,  and  drill  on  them  until 
they  are  learned.  A  list  of  50  or  100  words  learned  during 
any  given  month  is  far  better  than  twice  the  number  hap¬ 
hazardly  gone  over. 

This  work  is  to  be  supplemented  by  Lessons  20  to  50  of 
Rathbun’s  Graded  Speller.  Place  text  in  hands  of  pupils. 

Drill  on  the  diacritical  markings. 

Note  carefully  the  value  of  the  dictation  lessons. 

A  few  lessons  in  how  to  use  the  dictionary  will  be  of 
great  value  to  your  pupils. 

FOURTH  YEAR. 

Text. — Rathbun’s  Graded  Speller,  Part  II. 

The  work  in  spelling  for  fourth,  fifth,  and  sixth  grades 
is  arranged  so  that  in  each  month  about  half  the  time  al¬ 
lotted  to  that  branch  is  given  to  the  study  and  drill  of  the 
words  taken  from  the  reading,  geography,  grammar,  and 
arithmetic  lessons  studied  during  the  month.  The  re¬ 
mainder  of  the  time  to  words  from  the  speller. 

The  aim  in  so  arranging  the  work  in  spelling  is  to  famil¬ 
iarize  the  pupils  with  the  words  necessary  to  the  under¬ 
standing  of  daily  lessons.  The  teacher  is  to  make  his  own 
selection  of  words  from  all  the  branches  beforehand,  and 
teach  them  before  needed.  To  illustrate  more  clearly : 
From  first  month’s  assignment  in  reading,  select  difficult 
words  from  each  ;  do  likewise  from  first  month’s  assignment 
in  grammar,  geography,  and  arithmetic.  Divide  list  of 
-5 


66 


Course  of  Study. 


words  by  ^twenty,  to  ascertain  the  number  of  words  to  be 
taught  in  addition  to  daily  spelling  lessons  from  speller. 
Some  of  the  words  may  be  taught  daily  in  connection  with 
the  reading,  but  in  order  to  have  pupils  learn  to  read  well 
three-fourths  of  the  reading  period  must  be  devoted  to 
reading.  The  child  should  be  familiar  with  the  words  in 
the  lesson  before  he  reads  that  lesson. 

Read  author’s  note  at  beginning  of  Part  II  of  text. 

First  Month.  Lessons  1  to  9. 

Second  Month.  Lessons  9  to  18. 

Follow  directions  of  the  text  closely. 

Third  Month.  Lessons  18  to  28. 

Fourth  Month.  Lessons  28  to  86. 

Impress  importance  of  note  following  Lesson  29. 

Fifth  Month.  Lessons  38  to  45. 

Give  much  drill  in  diacritical  markings,  in  the  marking 
of  accent  and  dividing  words  into  syllables.  Continue 
throughout  the  year. 

Sixth  Month.  Lessons  45  to  54. 

Seventh  Month.  Lessons  54  to  63. 

Work  out  thoroughly  Lesson  59. 

Eighth  Month.  Lessons  63  to  71. 

A  list  of  words  frequently  misspelled  should  be  kept  for 
special  review. 

Ninth  Month.  Lessons  71  to  80. 

Be  sure  pupils  can  spell  all  words  assigned  for  this  year’s 
work. 

Never  omit  a  dictation  lesson.  Teach  your  pupils  to 
use  the  words  they  learn  to  spell. 


Spelling.  67 

FIFTH  YEAR. 

Text. — Rathbun’s  Graded  Speller,  Part  II. 

Follow  suggestions  given  at  beginning  of  fourth  year 
spelling.  If  followed,  the  work  of  the  teacher  is  facili¬ 
tated  by  the  pupil’s  knowledge  of  words  in  the  daily  lesson. 

First  Month.  Lessons  8L  to  89. 

Follow  suggestions  of  text  closely.  Do  thorough  work. 

Second  Month.  Lessons  89  to  98. 

Commit  to  memory  most  common  prefixes  and  meanings. 
Give  a  few  days’  drill  on  this  work. 

Third  Month.  Lessons  98  to  108. 

Fourth  Month.  Lessons  109  to  115,  and  review  work 
of  previous  months. 

Fifth  Month.  Lessons  115  to  124. 

Sixth  Month.  Lessons  124  to  131. 

Seventh  Month.  Lessons  131  to  140. 

Eighth  Month.  Lessons  140  to  149, 


Ninth  Month.  Lessons  149  to  156. 

Do  not  forget  to  make  a  list  of  words  often  misspelled. 
Have  a  good  old-fashioned  spelling-match  on  the  year’s 
work. 


SIXTH  YEAR. 

Text. — Rathbun's  Graded  Speller,  Part  II. 

Ftrst  Month.  Lessons  157  to  167. 

See  all  notes  and  explanations  made  by  the  author  and 
follow  the  plan  of  the  book  closely. 

Give  a  thorough  drill  on  each  month’s  assignment. 


68 


Course  of  Study. 


Second  Month.  Lessons  167  to  178. 

Review  diacritical  markings  of  letters. 

Third  Month.  Lessons  178  to  188. 

This  is  a  very  important  assignment.  Lessons  184-186 
demand  special  attention. 

Fourth  Month.  Lessons  188  to  199. 

Fifth  Month.  Lessons  199  to  209. 

Sixth  Month.  Lessons  209  to  219. 

Seventh  Month.  Lessons  219  to  229. 

Eighth  Month.  Lessons  229  to  289. 

Ninth  Month.  Lessons  239  to  249. 

SEVENTH  YEAR. 

Text. — Rathbun’s  Graded  Speller,  Part  III. 

It  is  recommended  that  for  this  year  both  seventh-  and 
eighth-year  pupils  do  the  work  given  under  assignment 
for  the  seventh  year. 

There  is  no  more  important  work  in  the  text  than  the 
first  seventy-seven  lessons  in  Part  III. 

Let  this  work  be  thoroughly  done. 

First  Month.  Lessons  1  to  9. 

Let  definitions  be  memorized  and  examples  given. 

Second  Month.  Lessons  9  to  17. 

Give  written  review  of  abbreviations. 

Third  Month.  Lessons  17  to  25. 

Lessons  21  to  24  should  be  worked  out  on  the  black¬ 
board. 


Spelling . 


69 


Fourth  Month.  Lessons  25  to  33. 

Drill  on  definitions  and  examples. 

Fifth  Month.  Lessons  33  to  41. 

Sixth  Month.  Lessons  41  to  49. 

Follow  directions  of  the  text  closely.  Pupils  should 
have  a  good  dictionary  in  their  hands. 

Seventh  Month.  Lessons  49  to  57. 

Prefixes  and  suffixes.  Commit  to  memory,  with  ex¬ 
amples. 

Eighth  Month.  Lessons  58  to  68. 

Commit  to  memory  rules  for  spelling,  and  illustrations 
under  each  rule. 

Ninth  Month.  Lessons  68  to  78. 

Let  teacher  develop  carefully  Lessons  72  to  76. 

EIGHTH  YEAR. 

Text. — Rathbun’s  Graded  Speller,  Part  III. 

Read  introduction  to  assignment  for  seventh  year.  It 
is  recommended  that  eighth-year  pupils  do  the  same  work 
in  this  subject  as  seventh-year  pupils  for  this  year . 

First  Month.  Lessons  78  to  93. 

Second  Month.  Lessons  93  to  108. 

Third  Month.  Lessons  108  to  123. 

!  i  Fourth  Month.  Lessons  123  to  138. 

Fifth  Month.  Lessons  138  to  153. 

Sixth  Month.  Lessons  153  to  168. 


70 


Course  of  Study. 


Seventh  Month.  Lessons  168  to  183. 
Eighth  Month.  Lessons  183  to  198. 
Ninth  Month.  Lessons  198  to  211. 


Penmanship. 


71 


PENMANSHIP. 


FIRST  YEAR. 

All  writing  for  the  first  year  should  be  in  a  large  oval 
hand.  Make  one- space  letters  three-eighths  of  an  inch 
high  and  other  spacings  accordingly.  Remember  that 
movement  and  principles  are  the  things  to  be  sought. 

Use  pencil  only  with  single- spaced  paper. 

SECOND  YEAR. 

The  Outlook  Writing  System. 

Writing  Book  I;  Copy  Slip  I;  Practice  Book  A. 

Begin  the  use  of  pen  and  ink. 

THIRD  YEAR. 

The  Outlook  Writing  System. 

Writing  Book  II;  Copy  Slip  II;  Practice  Book  A. 

FOURTH  YEAR. 

The  Outlook  Writing  System. 

Writing  Book  III ;  Copy  Slip  III ;  Practice  Book  B, 

FIFTH  YEAR. 

The  Outlook  Writing  System. 

Writing  Book  IV;  Copy  Slip  IV;  Practice  Book  B. 

SIXTH  YEAR. 

The  Outlook  Writing  System. 

Writing  Book  V;  Copy  Slip  V;  Practice  Book  C. 


72 


Course  of  Study. 

SEVENTH  YEAR. 

The  Outlook  Writing  System. 

Writing  Book  VI ;  Copy  Slip  VI ;  Practice  Book  0. 

EIGHTH  YEAR. 

The  Outlook  Writing  System. 

Writing  Book  VII;  Practice  Book  D. 


Drawing. 


73 


DRAWING. 


FOR  THE  ENTIRE  COURSE. 

It  is  not  needful  to  reproduce  here  the  excellent  “Sug¬ 
gestive  Grade  Outlines”  which  accompany  the  Prang  Ele¬ 
mentary  Course  in  Art  Instruction.  This  outline  may  be 
obtained  gratis  by  sending  to  the  Prang  Educational  Com. 
pany,  Chicago,  Ill. 

Teachers  will  find  the  Teachers’  Manuals,  published 
by  the  same  company,  a  great  aid  in  the  development  of 
this  subject.  They  are  as  follows: 

teachers’  manuals. 

One  art  instruction  in  primary  grades,  first  year. 

One  art  instruction  in  primary  grades,  second  year. 

One  manual  for  drawing-book,  third  year. 

One  manual  for  drawing- book,  fourth  year. 

One  manual  for  drawing-book,  fifth  year. 

One  manual  for  drawing- book,  sixth  year. 

One  manual  for  drawing-book,  seventh  year. 

One  manual  for  drawing-book,  eighth  year. 

pupils’  drawing-books. 

One  drawing-book,  third  year. 

One  drawing  book,  fourth  year. 

One  drawing-book,  fifth  year. 

One  drawing-book,  sixth  year. 

One  drawing-book,  seventh  year. 

One  drawing-book,  eighth  year. 

No  pupils’  drawing-books  are  provided  for  the  first  and 
second  years. 


74 


Course  of  Study. 


ARITHMETIC. 


FIRST  YEAR. 

Number  work  the  first  year  should  be  very  informal  and 
closely  correlated  with  the  lessons  in  reading  and  language. 
The  work  as  outlined  is  based  on  Van  Amburgh’s  First 
Days  in  Number  for  the  first  and  second  years.  The 
introductory  chapter  should  be  read  carefully  by  each 
teacher.  No  other  operations  should  be  taught  than  those 
given  therein.  Text  to  be  in  the  hands  of  the  teacher  only. 

First  Month.  Pages  9  to  18. 

Count  to  10.  Teach  numbers  by  objects  only.  Teach 
to  write  numbers  to  5.  Teach  pupils  to  recognize  groups 
of  objects  to  5. 

Use  many  objects,  and  spend  the  month  getting  the  idea 
of  number.  Do  not  attempt  to  do  much,  if  any,  combina¬ 
tion  work.  Supplement  the  work  given  in  the  text  when¬ 
ever  class  needs  require.  Teach  the  combinations  for  2. 

Second  Month.  Pages  18  to  27. 

Count  to  30.  Write  numbers  to  15.  Teach  the  com¬ 
binations  of  3  and  4.  Drill  thoroughly  on  all  work  at¬ 
tempted.  Do  not  try  to  do  too  much. 

Third  Month.  Pages  27  to  36. 

Count  to  50.  Write  numbers  to  20.  Review  combina¬ 
tions  of  2,  3  and  4,  and  teach  the  combinations  of  5.  Teach 
the  Roman  notation  to  V. 

Fourth  Month.  Pages  36  to  48. 

Count  to  75.  Write  and  read  numbers  to  25.  Teach 
the  combinations  of  6  and  7.  Teach  the  Roman  numerals 
VI  and  VII. 


Arithmetic . 


75 


Fifth  Month.  Pages  48  to  56. 

Count  to  100.  Write  and  read  numbers  to  50."^  Teach 
the  combinations  of  8.  Review  the  combinations  of  6  and 
7.  Review  all  the  Roman  numerals  taught. 

Sixth  Month.  Pages  56  to  63. 

Count  by  2’s  to  10.  Write  and  read  numbers  to  75. 
Teach  the  combinations  of  9,  and  review  4,  6,  and  8.  Teach 
the  Roman  numerals  VIII  and  IX. 

Seventh  Month.  Pages  63  to  72. 

Constantly  review.  Give  varied  animated  dribs.  Have 
class  do  much  original  work  by  bringing  their  own  mate¬ 
rial  to  illustrate  the  little  problems  they  may  make. 

Eighth  Month.  Pages  72  to  83. 

Count  by  2’s  to  20.  Write  and  read  numbers  to  100. 
Teach  the  combinations  of  10.  Teach  Roman  numeral  X. 
Do  much  original  work.  Do  much  review  drilling,  making 
the  review  drills  largely  oral.  Make  and  solve  simple  con¬ 
crete  problems  involving  the  fundamental  operations. 

Ninth  Month.  Review  carefully  all  work  gone  over. 
Drill  for  rapid  work. 

Do  not  attempt  to  go  beyond  the  assignment  for  this 
year.  As  much  work  has  been  outlined  as  should  be  at¬ 
tempted  by  any  first-year  class. 

SECOND  YEAR. 

The  number  work  for  this  year  is  based  on  Van  Am- 
burgh’s  First  Days  in  Number.  The  book  to  be  in  the 
hands  of  the  teacher  but  not  in  the  hands  of  the  pupils. 

Make  many  problems;  be  rapid  and  accurate.  Require 
all  board-  and  seat-work  to  be  done  neatly.  Language 
forms,  both  oral  and  written,  should  be  used  to  state  the 
relations  learned.  Much  of  the  material  in  the  text  may 
be  placed  on  the  board  and  copied  for  seat- work.  While 


76 


Course  of  Study , 


this  may  assist  the  teacher  in  solving  the  problem  of 
“busy-work,”  be  careful  that  too  much  written  work  is  not 
given,  and  do  not  allow  the  copying  of  work  from  the  board 
to  take  the  place  of  the  recitation. 

First  Month.  Review-  all  of  the  first-year  work,  and 
in  addition  take  pages  83  to  87  of  the  text,  which  is  review 
also.  Teach  Roman  numerals  to  XV. 

Second  Month.  Pages  87  to  95. 

Teach  the  combinations  of  11,  12,  and  13.  Teach  the 
Roman  numerals  to  XX.  Drill  in  writing  and  reading  of 
numbers  to  200. 

Be  thorough.  Make  most  of  the  drill  oral.  Do  not 
allow  written  work  to  predominate. 

Third  Month.  Pages  95  to  105. 

Teach  the  combinations  of  14,  15,  and  16.  Teach  the 
Roman  numerals  to  XXX.  Teach  the  writing  and  reading 
of  numbers  to  500. 

Fourth  Month.  Pages  105  to  115. 

Teach  the  combinations  of  17,  18,  and  19.  Teach  the 
Roman  numerals  to  XL.  Teach  the  writing  and  reading 
of  numbers  to  700. 

Fifth  Month.  Pages  115  to  123. 

Teach  the  combinations  of  20.  Teach  the  Roman  nu¬ 
merals  to  L.  Teach  the  writing  and  reading  of  numbers 
to  1000.  Review  all  the  combinations  taught  this  year. 

Sixth  Month.  Pages  123  to  132. 

Miscellaneous  work.  Be  thorough.  Supplement  freely. 

Seventh  Month.  Pages  132  to  140. 

Eighth  Month.  Review  pages  95  to  123.  Give  much 
supplementary  work. 


Arithmetic. 


77 


Ninth  Month.  Give  practical  work  involving  thorough 
drill  on  all  work  to  date. 

Wooster’s  Elementary  No.  1  in  the  hands  of  the  teacher 
will  furnish  ample  material  for  this  work. 

THIRD  YEAR. 

Text. — Myers-Brooks  Elementary  Arithmetic,  pages 
13  to  107. 

The  book  should  now  be  put  in  the  hands  of  the  pupil. 
First  Month.  Pages  13  to  25. 

Note. — Have  pupils  answer  measuring  problems  first  by 
estimating  distances  or  quantities.  Then  measure,  and 
compare  measures  with  estimates.  Follow  this  plan  regu¬ 
larly. 

Measuring.  Have  pupils  use  standard  units. 

1.  Length. 

2.  Surface. 

3.  Incidental  work  in  easy  multiples. 

Simple  Fundamental  Operations. 

1.  Addition. 

%  Multiplication. 

3.  Subtraction. 

4.  Division. 

Explanation  and  use  of  the  signs. 

Table  of  Fours.  Have  pupils  use  the  standard  units. 

1.  Uses.  Liquid  and  Dry  Measures. 

2.  Building  the  Table.  Development. 

3.  Application  of  Fours.  Weight. 

Second  Month.  Pages  26  to  39. 

Note. — Always  teach  slowly  and  carefully  the  process 
first,  then  drill  and  apply  for  facility.  Do  not  teach  by  drill. 
Table  of  Fives. 

1.  Uses.  U.  S.  Money  and  Time.  Use  coins. 

2.  Building  of  the  Table.  Development.  Use  blocks 

or  have  the  pupils  draw  the  squares. 


78 


Course  of  Study. 


3.  Application  of  the  Table.  Have  pupils  make  and 

solve  problems. 

4.  Reviews  of  2’s,  3’s,  4’s,  and  5’s.  Review  exercises 

to  be  brief,  brisk  and  frequent. 

Third  Month.  Pages  40  to  52. 

Fundamental  Operations. 

1.  Simple  development  of  Addition,  Subtraction,  and 
Multiplication  with  exercises  and  applications. 
Do  not  try  to  teach  all  there  is  to  an  operation 
the  first  time  it  is  met.  Pupils  should  make 
and  solve  many  problems  under  each  topic.  Let 
the  problems  be  children's  problems,  not  adults’ 
problems.  A  child’s  interest  in  formal  work, 
even  when  easy,  is  real,  but  very  short-lived. 
This  variety  of  interest  is  soon  outgrown.  Prob¬ 
lems  must  have  content . 

Fourth  Month.  Pages  53  to  60. 

Fundamental  Operation. 

1.  Simple  development  of  Division  with  use  of  terms. 

Do  not  insist  on  too  much  at  the  6tart. 

2.  Application  of  the  fundamental  operations.  Easy 

problems  about  children’s  affairs. 

Simple  Drawing  to  Scale.  Do  not  try  to  exact  too  great 
precision. 

Fifth  Month.  Pages  61  to  67. 

Table  of  Sixes. 

1.  Uses.  Linear  Measure.  Have  children  use  stand¬ 

ards  of  measurement.  Answer  problems  in  the 
text- book  first  by  estimate,  then  by  measuring. 

2.  Building  of  Table. 

3.  Application.  Have  children  make  and  solve  prob¬ 

lems  about  their  own  concerns. 

Box  Making.  Make  pebble  boxes;  boxes  for  crayons, 
pencils,  etc.  Page  67  is  not  to  be  taken  all  at  once,  but  as 


Arithmetic. 


79 


slowly  as  one  problem  a  day,  if  necessary,  until  the  idea  is 
grasped. 

Sixth  Month.  Pages  68  to  73. 

Problems  in  Fundamental  Operations.  School  Garden. 
Have  children  measure  and  find  areas  of  gardens  at  home. 
Table  of  Sevens. 

1.  Uses.  Time. 

2.  Building  Table. 

3.  Application.  Pupils  make  and  solve  local  problems. 

Seventh  Month.  Pages  74  to  88. 

Table  of  Eights. 

1.  Uses.  Dry  Measure.  Exhibit  and  use  standards. 

2.  Building  Table.  Use  also  standard  units  in  build¬ 

ing  table. 

3.  Application.  Pupils  make  and  solve  local  problems. 
Measuring  Solids.  Building  Solids.  Have  pupils  build 

solids  out  of  cubical  blocks. 

Contents  of  Boxes.  Measure  and  find  capacity  of  actual 
boxes. 

Eighth  Month.  Pages  89  to  97. 

Table  of  Nines. 

1.  Uses.  Square  Measure.  Have  pupils  draw  on 

blackboard  a  square  yard  and  divide  it  into 
square  feet. 

2.  Building  Table.  Drill;  short  and  brisk. 

3.  Application.  Make  and  solve  local  problems. 
Weight.  Use  scales  in  actual  weighing  if  practicable. 

Have  pupils  first  estimate  and  then  weigh  objects. 

Ninth  Month.  Pages  98  to  107. 

Table  of  Tens. 

1.  Building  Table. 

2.  Application  of  U.  S.  Money.  Show  that  the  or¬ 

dinary  way  of  writing  numbers  simply  groups 
the  cents ,  the  dimes ,  and  the  dollars  separately. 


80 


Course  of  Study. 


Fundamental  Operations  in  U.  S.  Money. 

Uses  of  Elevens  and  Twelves. 

Drills,  short  and  brisk,  in  fundamental  operations.  Cost 
of  meals. 


FOURTH  YEAR. 

Elementary  Arithmetic,  pages  108  to  184. 

First  Month.  To  precede  this  year’s  work,  review  fun¬ 
damental  operations,  pages  43,  45,  49,  54  and  55.  Review 
tables  76,  77,  90,  91,  and  numerous  easy  exercises. 

Have  pupils  make  tables  of  exercises  on  Sixes,  Sevens, 
Eights,  Nines,  Tens,  Elevens  and  Twelves  like  those  on 
pages  38  and  39. 

Second  Month.  Pages  108  to  117. 

General  work  in  measurements,  to  include  the  review 
suggested  above  and 

1.  Measuring  a  Flower  Garden. 

2.  Purchases  and  Wages.  Be  careful  that  problems 

are  understood. 

3.  Problems  on  Candy  Rules. 

Table  of  Elevens. 

1.  Building  Table.  Precede  this  with  brief  review  of 

page  104. 

2.  Drill  on  Table.  Remember  careful  teaching  must 

precede  drill. 

Third  Month.  Pages  118  to  123. 

Table  of  Twelves.  Preceded  by  some  problems  from 
page  105. 

1.  Uses.  Linear  Measure.  Give  pupils  time  to 

work  out  the  problems. 

2.  Building  Table. 

3.  Application  of  Table.  Do  not  hasten  the  drill. 

Drill  without  concentration  is  a  waste  of  time. 
Give  many  easy  formal  exercises  before  drilling. 


Arithmetic . 


81 


Fourth  Month.  Pages  124  to  137. 

Many  easy  exercises  on  the  tables — 5’s,  6’s,  7’s,  12’s. 
Writing  and  reading  numbers. 

Easy  exercises  on  the  tables  —  3’s,  6’s,  9’s,  IPs,  12’s. 
Have  pupils  think  through  the  problems,  and  give  approxi¬ 
mate  answers.  Then  solve. 

Scale  Drawing. 

Easy  exercises  on  the  tables  —  2’s,  4’s,  8’s.  Pupils  think 
through  the  problems  with  the  teacher.  Then  solve. 
Measures  of  Weight. 

The  Dozen. 

Fifth  Month.  Pages  138  to  150. 

Fundamental  Operations.  Proceed  slowly  and  carefully 
until  pupils  thorougly  understand  process. 

1.  Exercises  and  problems  in  Addition. 

2.  Application. 

3.  Exercises  and  problems  in  Subtraction.  Drill,  and 

plenty  of  it,  bat  not  until  the  process  is  fully 
understood. 

Sixth  Month.  Pages  151  to  161. 

Fundamental  Operations.  Teach  multiplication  care¬ 
fully  before  drilling  on  it. 

1.  Multiplication  problems  for  practice. 

2.  Drill  in  Multiplication. 

3.  Division —  Long.  Teach  division  process  carefully 

before  drilling,  then  do  not  fear  to  drill  on  it. 
Drill  in  Division. 

Seventh  Month.  Pages  162  to  167. 

Exercises  in  Division.  Teach  process  again,  if  necessary, 
Practice  in  the  fundamentals. 

Eighth  Month.  Pages  168  to  178. 

Area  of  Triangles. 

Fractions,  carefully  thought  out.  Then  formal  exer- 
-6 


82 


Course  of  Study . 


cises.  Do  not  try  to  teach  everything  about  fractions  at 
first.  First,  see  that  the  measuring  function  of  a  fraction 
is  understood. 

Mixed  Numbers  taught. 

Exercises  for  practice  in  miscellaneous  problems. 

Exercises. 

Ninth  Month.  Pages  179  to  181. 

Reviews  and  exercises  for  practice  on  fundamentals. 

1.  Problems  in  Time.  Make  problems. 

2.  Buying  groceries.  Make  problems. 

FIFTH  YEAR. 

Text. —  Elementary  Arithmetic,  pages  185  to  278. 

First  Month.  To  precede  this  year’s  work  review  and 
extend  all  tables  in  +  ,  — ,  x>  -s-,  pages  38,  39.  63,  71,  77, 
91,  99,  117,  121,  and  hold  pupils  to  a  reasonable  degree 
of  mechanical  precision.  Train  in  accuracy  by  estimating; 
then  measure  or  solve  problem  and  compare  results  with 
estimates.  Review  pages  45,  47.  146,  147,  118;  49,  152, 
153;  53,  51,  55,  158,  159,  160.  See  that  processes  are  un¬ 
derstood  and  then  fix  by  drill.  Review  pages  40,  41,  43, 
138,  139.  Review  names  and  signs  and  use  them,  in  order 
that  mathematical  terms  may  become  familiar.  Pages  55, 
138,  118,  153,  160. 

Second  Month.  Pages  185  to  196. 

Reviews  and  exercises  for  practice  : 

1.  Measures  of  distance. 

'  2.  12 J  as  a  multiplier. 

3.  Time  and  Distance. 

Have  pupils  think  problems  through  and  give  approxi¬ 
mate  answers.  Then  solve  them. 

Make  problems  and  solve  them. 


Arithmetic. 


83 


Third  Month.  Pages  197  to  209. 

Measuring  Surfaces.  Have  pupils  make  measurements. 
Application  of  square  measure. 

Division  review. 

Values  —  simple  ratio  —  without  terms  or  definitions. 
Exercises  for  practice. 

Fourth  Month.  Pages  210  to  217. 

Triangles.  Area. 

Exercises  in  fundamentals.  Problems  in  time. 

Fifth  Month.  Pages  218  to  229. 

Solids  and  capacity.  Cubic  measure. 

Applications  of  liquid  measure. 

Sixteen  as  a  multiplier.  Applications  of  dry  measure. 

Sixth  Month.  Pages  230  to  211. 

Sixteen  and  two-thirds  as  a  multiplier. 

Reading  and  writing  numbers. 

Exercises  in  Addition  and  Subtraction  for  speed.  Let 
pupils  see  how  much  they  can  get  correct  in  5  minutes. 
Review  in  Multiplication  and  Division. 

Exercises  for  practice. 

Seventh  Month.  Pages  242  to  261. 

Weighing,  Time,  Counting  Paper. 

Denominate  Numbers.  Use  measures. 

Bills  and  Accounts.  Pupils  make  bills  and  draw  up 
accounts. 

Eighth  Month.  Pages  262  to  271. 

Fractions. 

1.  Adding.  2.  Subtracting. 

3.  Multiplying.  4.  Dividing. 

Ninth  Month.  Pages  272  to  278. 

Decimal  Fractions. 

Simple  problems  in  percentage. 


84  Course  of  Study . 

SIXTH  YEAR. 

Text. —  Myers-Brooks  Grammar  School  Arithmetic, 
pages  1  to  108. 

Note. —  Teachers  should  study  carefully  Myers-Brooks 
Elementary  Arithmetic,  preface  and  contents,  before 
teaching  the  Grammar  School  Arithmetic,  in  order  that 
they  may  enter  thoroughly  into  the  spirit  of  the  work,  and 
be  able  to  meet  consistently  the  needs  of  the  pupils  when 
they  arise. 

However,  the  Grammar  School  Arithmetic  is  complete 
and  well  adapted  to  pupils  entering  their  sixth  school  year. 
Like  the  Elementary,  it  will  teach  itself  if  followed  con¬ 
sistently  from  the  beginning. 

The  preface  should  be  read  carefully  and  thoughtfully. 

The  “Introduction,”  comprising  the  first  ten  pages,  has 
a  twofold  value : 

1.  A  review  or  connecting  link  between  the  preceding 
and  succeeding  work. 

2.  A  psychological  value.  See  preface,  p.  v,  par.  4. 
First  Month.  Pages  1  to  15. 

Measurements  for  review  of  fundamentals  and  to  show 
that  arithmetic  is  called  for  in  problems  of  every-day  life. 

Notation  and  Numeration. 

Second  Month.  Pages  15  to  35. 

Addition  (formal) .  First  teach  formal  process,  then  work 
problems,  then  drill;  select  such  problems  as  have  a  local 
value.  Problems  must  have  content. 

Subtraction  (formal).  Proceed  as  with  addition.  Select 
problems.  Do  not  require  each  pupil  to  work  all  the  prob¬ 
lems,  but  assign  different  problems  to  each ;  a  means  of 
cultivating  independence  and  individual  responsibility.  In 
many  problems  determine  processes  and  estimate  results 
without  solving  them. 


Arithmetic . 


85 


Third  Month.  Pages  35  to  50. 

Formal  Multiplication. 

1.  Uses.  Problems  worked  by  common-sense  under¬ 

standing  of  what  is  wanted. 

2.  Formal  study  of  processes  involved  in  problems. 

3.  Problems — Problems  worked  by  laws  of  multipli¬ 

cation.  Factoring  —  Generalized  number  and 
algebra.  Teach  carefully. 

4.  Applications. 

Fourth  Month.  Pages  50  to  65. 

Division. 

1.  Uses. 

2.  Formal  study. 

3.  Problems. 

Tests  of  divisibility.  Methods  of  shortening  division. 
Easy  algebraic  problems. 

Fifth  Month.  Pages  66  to  75. 

Division  and  its  applications.  Problems  of  daily  life. 
Cancelation.  Related  problems. 

Sixth  Month.  Pages  76  to  87. 

Bills  and  Accounts. 

Equations. 

Exercises  for  practice. 

Seventh  Month.  Pages  87  to  98. 

Measurements  of  surface,  value,  length  and  distance, 
volume  and  capacity.  Weight.  Let  pupils  solve  easy 
problems  orally,  and,  first,  by  estimate. 

Eighth  Month.  Pages  98  to  105. 

Measurements  of  temperature,  of  time,  of  land,  and  plot¬ 
ting  measures. 

Ninth  Month.  Pages  105  to  108. 

Note. —  See  that  pupils  know  the  multiplication  tables, 


86 


Course  of  Study . 


combinations  in  addition,  separations  in  substraction;  the 
meaning  of  add,  subtract,  multiply,  divide;  sum,  remain¬ 
der,  product,  quotient;  addend,  minuend,  subtrahend,  mul¬ 
tiplicand,  multiplier,  dividend,  divisor,  fractions;  when  to 
add,  subtract,  multiply,  divide.  If  the  pupils  have  not 
studied  Myers  Brooks  Elementary  Arithmetic,  teach 
carefully  and  see  that  they  understand  pages  190,  230,  272, 
273,  274,  275,  276,  277,278  in  the  Elementary  book  be¬ 
fore  taking  up  Percentage,  pages  105  to  108,  Grammar 
School  Arithmetic. 

Percentage  as  a  system  of  measurement  by  hundreds. 
Six  per  cent,  method. 

Simple  interest.  Finding  interest  by  6  per  cent,  method. 
Teach  carefully. 


SEVENTH  YEAR. 

Text. — Grammar  School  Arithmetic,  pages  109  to  235. 

First  Month.  If  Myers-Brooks  Arithmetics  are  stud¬ 
ied  for  the  first  time  in  the  seventh  grade  the  note  at  the 
beginning  of  the  sixth  year’s  work  should  be  carefully 
observed. 

Review  notation  and  numeration,  pages  11,  12,  13,  14, 
15;  see  that  pupils  understand  processes  explained  on 
pages  16,  17,  18,  27,  28,  36,  37,  41,  42,  43,  44,  50  to  56, 
58,  62  to  65,  70. 

Review  work  as  outlined  in  this  pamphlet  for  the  ninth 
month,  sixth  year. 

Second  Month.  Pages  109  to  131. 

Common  uses  of  Numbers,  to  show  connection  with  real 
problems,  and  for  review. 

Problems  about  trains.  Areas  from  scale  drawings. 

Ratio  and  Proportion. 

Teach  carefully  pages  264  to  271,  Myers-Brooks  Ele¬ 
mentary  Arithmetic. 


Arithmetic. 


87 


Fractions  as  ratios. 

Common  fractions,  with  definitions  and  rules. 

Third  Month.  Pages  131  to  145. 

Fractions  reduced  and  all  operations  applied  to  them. 

Fourth  Month.  Pages  145  to  158. 

More  difficult  fractions  and  their  applications.  Mixed 
numbers.  Complex  fractions. 

Examples  for  practice.  Dividing  lines  and  drawing  to 
scale. 

Reviews  of  work  gone  over  in  fractions. 

Fifth  Month.  Pages  158  to  176. 

Proportion,  formally  taught  and  applied  to  real  prob¬ 
lems. 

Teach  carefully  pages  272  to  276,  Myers-Brooks  Ele¬ 
mentary  Arithmetic. 

Decimal  Fractions.  Numeration,  reduction,  operations 
and  uses. 

Related  problems,  and  exercises  for  review. 

Sixth  Month.  Pages  176  to  196. 

Applications  of  all  fundamentals.  Circumferences  of 
circles,  original  problems,  specific  gravity,  area  of  circle. 

Teach  carefully  pages  254  to  257,  Myers-Brooks  Ele¬ 
mentary  Arithmetic. 

Denominate  numbers  taught  with  tables  of  units  and 
applied  practically. 

Seventh  Month.  Pages  196  to  207. 

General  exercises  and  problems  on  Denominate  num¬ 
bers. 

The  Metric  System  taught  and  applied. 

Eighth  Month.  Pages  207  to  225. 

Teach  carefully  pages  277  and  278,  Myers-Brooks  Ele¬ 
mentary  Arithmetic. 


88  Course  of  Study . 

Review  pages  105  to  108,  Myers-Brooks  Grammar 
School  Arithmetic. 

Percentage  and  its  applications  in  elementary  science 
and  in  ordinary  affairs,  as  gain  and  loss,  commission,  mark- 
ing  goods,  etc. 

Algebraic  forms  of  percentage. 

Ninth  Month.  Pages  225  to  235. 

Interest  and  its  varied  applications  to  business. 

Promissory  Notes.  Discounting  Notes. 

Partial  Payments. 

EIGHTH  YEAR. 

Grammar  School  Arithmetic,  pages  236  to  336. 

First  Month. 

If  Myers-Brooks  Arithmetics  are  begun  in  the  eighth 
grade,  the  first  month  should  be  devoted  to  the  work  out¬ 
lined  for  the  first  month,  seventh  year,  in  this  pamphlet. 

Second  Month.  Pages  236  to  243. 

Review  pages  131  to  138,  140  to  146. 

Common  uses  of  number. 

Pressure  of  air. 

Applications  of  former  processes  to  transportation  prob¬ 
lems. 

Review  pages  272  to  276,  Myers-Brooks  Elementary 
Arithmetic,  and  pages  162  to  175,  Grammar  School  Arith¬ 
metic. 

Problems  on  drawing  loads — reviewing  decimals. 

Third  Month.  Pages  244  to  259. 

Modeling  cubes  and  prisms. 

Paper  folding  for  relations  as  to  position  of  lines  in  a 
triangle. 

Perimeters  of  plane  figures.  Geometry  and  algebra  cor- 


Arithmetic. 


89 


related  as  a  basis  for  mensuration  of  more  complicated  fig¬ 
ures. 

Angles  and  arcs  measured.  Table  of  units. 

Fourth  Month.  Pages  259  to  267. 

Angles  added  and  subtracted.  Angles  in  plane  figures. 

Products  of  sums  and  differences  of  line  applied  to  men¬ 
suration  of  areas  and  comparison. 

Locating  and  describing  places  on  earth.  Problems. 

Fifth  Month.  Pages  268  to  280. 

Review  pages  266  and  267. 

Longitude  and  Time. 

Table  and  problems. 

Standard  Time  problems. 

Mensuration  of  areas,  and  of  roofing  and  brickwork,  ap¬ 
plication  to  useful  problems.  Land  measure  (assessment 
lists). 

Sixth  Month.  Pages  280  to  298. 

Mensuration  of  volumes  of  cylinders,  cones,  prisms, 
spheres  and  problems. 

Construction  of  easy  ornamental  forms  calling  for  im¬ 
portant  geometrical  facts. 

The  hypotenuse  of  a  right  triangle  constructed  and  com¬ 
puted  from  sides. 

Squares  and  square  roots. 

Cubes  and  cube  roots. 

Ratio  and  proportion,  applied  to  triangles  of  same  shape 
and  to  useful  measurements,  giving  reviews  of  decimals,  of 
ratio  and  proportion. 

Seventh  Month.  Pages  298  to  307. 

Teach  carefully  pages  190,  230,  277,  278,  Myers- Brooks 
Elementary  Arithmetic,  and  pages  105  to  103,  and  207  to 
214,  Grammar  School  Arithmetic. 


90 


Course  of  Study . 


More  difficult  applications  of  percentage  to  insurance,  to 
taxes,  to  trade  discounts,  to  stocks  and  bonds. 

Compound  interest,  customary  form  of  it.  Problems. 

Eighth  Month.  Pages  807  to  322. 

Easy  problems  in  which  letters  are  used  to  denote  num¬ 
bers. 

Review  page  85. 

Equation  used  in  common  problems. 

Principles  for  using  equation.  Illustrated  by  exercises. 

Algebraic  problems. 

Statements  in  words  and  symbols. 

Problems  for  either  arithmetic  or  algebra. 

Formal  algebraic  problems. 

Ninth  Month.  Pages  322  to  336. 

Equations  containing  two  unknown  numbers. 

Uses  of  equation. 

Applied  algebra  (graduation  of  thermometers). 

Problems  in  converting  readings  from  Fahrenheit  to 
Centigrade,  and  the  reverse. 

Methods  of  shortening  and  checking  calculations,  calling 
for  algebraic  separation  of  numbers. 

Shortened  Addition,  Subtraction,  Multiplication,  Divi¬ 
sion,  and  Square  Root,  affording  a  review  of  the  customary 
methods  of  carrying  out  these  processes. 

Review  selected  problems,  showing  advantages  of  short¬ 
ening  and  checking  calculations. 

Problems  for  general  review  of  grade  work. 


Geography. 


91 


GEOGRAPHY. 


THIRD  YEAR. 

Time. —  Four  months,  beginning  with  the  first  month. 

The  work  as  outlined  for  the  first  four  months  of  the 
third  year  is  intended  as  a  basis  for  a  series  of  bright,  in¬ 
teresting  talks  on  simple  and  familiar  things.  Such  oral 
work  will  be  of  great  help  in  increasing  the  child’s  vocabu¬ 
lary  and  give  him  facility  in  using  it. 

First  Month.  Teach  directions — in  the  school,  from 
the  school,  from  the  home  to  the  school,  from  the  home 
to  other  places  ;  where  the  sun  rises,  where  the  sun  sets  ; 
things  found  in  the  school ;  their  uses ;  what  they  are  made 
of;  where  they  came  from;  how  they  were  brought  to  us; 
useful  things  in  the  home;  why  they  are  useful ;  how  brought 
to  us. 

Second  Month.  The  tools  used  on  the  farms;  what 
they  are  used  for;  what  they  are  made  of;  how  brought  to 
us;  the  things  raised  on  the  farms;  what  they  are  useful 
for;  how  used;  where  they  are  sold;  how  they  are  taken 
to  the  people  who  need  them  ;  what  they  give  in  exchange 
for  them  ;  where  wheat  is  changed  to  flour  ;  corn  into  meal ; 
the  hogs  and  cattle  and  sheep  into  pork  and  beef  and  mut¬ 
ton ;  the  foods  made  from  flour;  the  forms  of  meat  foods  ; 
how  preserved,  etc. 

Third  Month.  The  animals  found  on  the  farms;  for 
what  they  are  useful ;  what  they  eat ;  how  they  are  clothed ; 
how  protected  in  winter ;  things  they  must  have  to  keep 
them  well  and  useful;  the  little  wild  animals  found  on  the 
farms;  how  they  live;  what  harm  they  do;  in  what  ways 


92 


Course  of  Study . 


they^are  useful ;  the  homes  they  make  for  themselves ;  how 
they  are  protected  from  the  cold;  how  they  protect  them¬ 
selves  from  their  enemies;  where  they  go  in  the  winter. 

Fourth  Month.  The  seasons  of  the  year;  what  the 
winter  brings;  what  the  plants  do  in  the  winter;  where  the 
birds  go ;  how  they  find  their  food ;  what  the  cold  does  to 
the  water  of  the  springs,  streams,  and  ponds ;  how  the  ice 
is  useful;  why  boys  and  girls  like  the  winter;  how  the 
snow  keeps  things  warm  ;  what  happens  to  the  snow  and 
ice  when  the  spring  comes;  where  the  water  goes;  what 
it  carries  with  it;  how  some  soaks  into  the  ground,  and 
what  becomes  of  it ;  how  some  passes  into  the  air,  and  what 
becomes  of  it;  etc. 

(For  the  fifth,  sixth,  seventh,  eighth  and  ninth  months* 
work  this  year  see  the  outline  in  Physiology.) 

FOURTH  YEAR. 

This  outline  is  intended  to  assist  the  teacher  in  using 
the  text  —  King’s  Primary  Geography  —  so  as  to  get  the 
best  results. 

The  author  had  a  definite  purpose,  and  has  followed  a 
logical,  natural  plan  in  working  out  that  purpose.  Read 
the  author’s  preface  very  carefully.  Try  to  get  in  harmony 
with  his  idea  and  plan.  Read,  also,  his  directions  to 
teachers,  and  strive  to  follow  the  spirit  of  investigative 
study.  Teach  geography  of  the  school-grounds.  Work 
from  the  known  to  the  unknown.  Compare  frequently. 
The  child’s  knowledge,  at  best,  will  be  largely  comparative. 
He  will  know  the  size  of  a  lake  by  comparing  it  with  a 
pond  he  has  seen.  Rivers  are  only  enlarged  creeks,  creeks 
only  enlarged  rivulets.  The  work  of  water  in  wearing 
away  the  surface  can  be  shown  on  almost  any  school- 
ground  in  Kansas.  Do  not  fail  to  train  the  pupil’s  power 
of  observing  natural  phenomena. 


Geography. 


93 


First  Month.  Begin'text.  Pages  1  to  10. 

1  Land  forms:  Hills  and  valleys — elope  of  the  hill; 
fields — on  top  or  on  slope.  Surface  of  the  earth:  land 
and  water. 

Animals  and  plants. 

Brooks,  creeks,  “draws.” 

2.  Directions :  The  rising  sun  ;  the  setting  sun  ;  shad¬ 
ows;  causes  of  shadows;  direction  of  shadows  with  refer¬ 
ence  to  the  sun  and  the  object  causing  the  shadow.  The 
north  star;  the  “big  dipper.” 

3.  Relation  of  level  top  of  hill  and  plateau;  watershed; 
water  flows  down  the  slope.  High  hills  and  mountains;  a 
ridge;  a  range;  a  mountain  chain.  Valleys:  shape;  the 
brook  in  the  valley;  the  source  of  the  brook — a  spring. 
A  waterfall.  A  river :  its  current,  bed,  banks ;  its  work : 
carries  pebbles,  soil,  etc.,  worn  from  banks  and  bed.]  j^Use 
of  rivers  :  steamboats  ^commerce. 

4.1  Land  and  water  forms :  ^A“pond ;  a  lake;  a  bay;  an 
island;  a  peninsula;  isthmus;  strait;  cape. 

[5.  Winds  f* What  are  they?  How  they  bring  us  fresh 
air;  hot  winds;  cold  winds;  carry  dust  and  seeds;  move 
ships  and  clouds;  rain;  hail;  snow;  mist;  fog;  vapor; 
condensation  of  vapor. 

6.  The  seasons:  Shorter  days  and  longer  nights;  sun 
farther  south  and  lower.  Work  of  the  farm  in  the  various 
seasons.  Games  of  the  seasons.  Where  are  the  birds, 
toads,  frogs,  snakes,  etc.,  in  the  various  seasons  ? 

7.  Soil :  Loam  ;  clay;  gravel ;  sand.  The  breaking  down 
of  rock  material  by  the  action  of  water,  frost  and  air.  Use 
of  soil. 

8.  Prairies :  Flat,  and  rolling. 

Kinds  of  grass :  Blue-grass,  timothy,  clover  and  alfalfa 
as  examples  of  tame  grasses.  Buffalo-,  blue-stem  and  bunch- 
grass  as  varieties  of  wild  grasses. 

Occupations  of  the  people  of  the  prairie  plains. 


94 


Course  of  Study . 


Second  Month.  Pages  11  to  17. 

1.  The  earth  and  its  motions:  rotation;  revolution.  The 
axis;  the  north  star.  The  earth  as  a  sphere.  Land;  water; 
air.  Photograph  of  moon.  Study  of  globes  and  frequent 
illustrations  by  the  teacher.  Spin  tops;  rotate  an  apple  on 
a  wire  or  slender  axis;  rotate  a  ball  on  a  desk.  Draw  equator, 
north  and  south  pole,  and  principal  circles  on  surface  of 
apple  with  a  pin.  Then  draw  meridians  in  same  manner. 

2.  Draw  a  map  of  the  street  upon  which  the  sohoolhouse 
stands.  Locate  the  school  house  on  this  map.  Let  an  inch 
stand  for  a  block. 

3.  Draw  a  map  of  the  schoolroom,  letting  one  inch  rep¬ 
resent  twelve  feet.  Put  in  the  correct  number  of  seats, 
properly  spaced;  also  teacher’s  desk  and  bookcases.  Next 
draw  the  outline  plan  of  the  whole  building,  putting  in 
halls,  corridors,  steps,  etc.,  using  the  same  scale,  twelve  feet 
=  one  inch  on  map.  Next  draw  a  map  of  the  school  grounds, 
putting  in  school  building  in  proper  place,  using  a  scale  of 
fifty  feet  for  one  inch,  or  one  hundred  feet  for  one  inch,  as 
conditions  require. 

4.  Use  wall  maps,  and  by  means  of  a  mile  scale  find  dis¬ 
tances  between  important  places.  Examine  various  kinds 
of  maps:  physical  maps;  relief  maps;  colored  maps. 

5.  Size  of  earth.  Size  of  sun  and  earth  compared. 
Moon  and  earth  compared. 

Third  Month.  Pages  18  to  26. 

1.  Surface  of  the  earth.  Hemispheres.  Grand  divi¬ 
sions.  World  slopes.  Water:  oceans. 

2.  Zones  or  belts  of  heat  and  cold.  Power  of  direct  or 
vertical  rays  compared  with  slanting  rays.  Cold  belts. 
Hot  belts.  Life  belts  and  the  temperate  belts  connected 
in  high  rank  of  civilization. 

3.  Interesting  facts  about  North  America.  With  map 
scale  find  distances  from  your  town  to  Kansas  City,  Chi¬ 
cago,  Denver,  New  York  city,  San  Francisco,  Dawson, 
Mexico  City. 


Geography. 


95 


Fourth  Month.  Pages  27  to  40. 

1.  Notice  carefully  the  map  of  New  York  city :  the  upper 
bay,  the  lower  bay,  the  consequent  protection  of  harbor 
from  storms;  situation  for  trade  with  other  states  and  with 
Europe;  places  of  interest  —  Castle  Garden,  the  Battery, 
Broadway,  East  river,  Wall  street,  Fifth  avenue,  the  Flat¬ 
iron  building,  Trinity  Church,  Central  Park,  the  Bronx, 
the  Palisades  of  the  Hudson,  the  tenement  houses,  the 
Egyptian  obelisk.  Have  each  pupil  trace  the  route  of 
travel  from  his  home  to  New  York  city. 

2.  New  England,  rich  in  waterfalls  and  swift  streams  for 
water  power,  poor  in  soil,  early  became  a  manufacturing 
center.  Impress  the  thought  that  the  work  of  the  people 
depends  upon  natural  causes.  There  are  no  farmers  on  the 
Sahara  desert. 

Story  of  Eli  Whitney;  Colt  and  the  Colt’s  revolvers; 
Charles  Goodyear ;  Meriden  and  plated  silverware.  Have 
pupils  bring  silverware  with  the  Meriden  stamp  on  it. 
Hartford  ;  the  Hartford  Watch  Company.  The  Connecticut 
valley  and  its  industries.  The  national  arsenal  at  Spring- 
field,  and  the  famous  Springfield  rifle.  Canals;  water¬ 
falls;  mill-dams;  water-wheels;  wire-mills;  cotton-  and 
woolen-mills  of  Rhode  Island  on  the  Blackstone  river. 
Lowell  and  its  cotton-mills.  Manchester  and  the  largest 
cotton  mills  in  the  world.  Waltham,  Mass.,  and  the  great 
Waltham  Watch  Company’s  factory.  Linn  and  its  shoe 
factories.  Norwood  and  its  printing-presses. 

3.  Draw  a  map  of  Kansas,  locating  principal  rivers  and 
cities.  Notice  that  the  large  cities  are  along  rivers,  because 
these  furnished  natural  roadways  for  the  early  immigrants, 
and  later  for  their  railroads.  Teach  size  of  Kansas  by  com¬ 
parison  with  some  known  area  —  the  section  on  which  the 
town  is  located,  or  on  which  a  part  of  the  town  is  lo¬ 
cated.  When  you  have  size  and  population  well  impressed 
on  the  children’s  minds,  compare  the  six  New  England 
states  with  Kansas  in  area.  Take  up  occupations  of  Kan- 


96 


Course  of  Study. 


sas  and  those  of  New  England.  Ship-building;  why? 
Boston  —  its  harbor  and  commerce;  places  of  interest — 
state-house,  Faneuil  Hall,  Bunker  Hill  monument,  public 
library. 

Fifth  Month.  Pages  41  to  53. 

1.  The  Middle  states:  Compare  them  with  the  New 
England  states  in  size,  population,  and  commercial  routes; 
also,  with  Kansas. 

Philadelphia :  Its  history,  location,  facilities  for  trade, 
factories,  United  States  Mint,  places  of  interest. 

Study  Baltimore  in  the  same  way  as  you  have  Phila¬ 
delphia. 

Have  pupils  tell  what  they  know  of  tobacco,  its  various 
forms  and  uses;  history  of  its  development  in  Virginia. 

Compare  rice  and  wheat  in  methods  of  production  and 
harvesting. 

Dwell  on  the  natural  scenery  of  the  two  Carolinas  and 
Georgia,  of  the  Southern  Atlantic  states. 

Have  samples  of  pineapples,  cotton,  rice,  etc.,  for  exam¬ 
ination  in  class. 

2.  The  Southern  states:  Compare  with  Kansas  in  size, 
surface,  population,  rivers,  and  railroads.  Use  wall  map  in 
tracing  a  trip  down  the  Mississippi.  Cities  of  interest 
studied  as  in  fourth  month’s  work.  Mississippi  river  steam¬ 
boats;  the  flood  plain  of  the  river;  the  fertility;  levees; 
oxbows  or  cut-offs. 

New  Orleans  studied  as  to  history,  location,  facilities  for 
trade,  factories,  United  States  Mint,  places  of  interest  as 
above. 

Make  free  use  of  the  topics  under  “Interesting  Facts 
about  the  Southern  States,”  and  the  map  questions. 

Sixth  Month.  Pages  54  to  65. 

1.  Study  the  pictures  and  bring  others  to  the  class.  Ni¬ 
agara  Falls  ;  above  the  falls ;  below  the  falls ;  Goat  island  ; 
“Maid  of  the  Mist”;  rapids;  cause  of  the  falls. 


Geography. 


97 


Trace  trip  on  wall  map  through  the  lakes.  The  “  whale- 
back/’  Cleveland,  studied  as  before. 

2.  The  Central  States:  Compare  each  with  Kansas  in 
size,  surface,  population,  rivers,  railroads,  etc. 

Wheat  Farming :  Methods  of  planting  and  harvesting. 
Products  of  wheat.  Great  flouring-mills  of  Minneapolis. 

Ranching:  Cattle  and  sheep.  Where  shipped  to  be 
turned  into  meat?  By-products  of  sheep;  cattle. 

The  Indians. 

Seventh  Month.  Pages  66  to  77. 

1.  The  Pacific  states:  Studied  as  each  group  before  has 
been  studied. 

Mountains,  glaciers,  parks,  hot  springs. 

Study  pictures  of  scenes  from  the  West.  Big  trees,  com¬ 
pare  with  trees  of  school-ground  or  town,  or  any  trees  with 
which  the  children  are  familiar. 

Make  an  intensive  study  of  the  Grand  Canyon  by  means 
of  pictures,  comparisons,  stones,  etc. 

Eighth  Month.  Pages  78  to  84. 

South  America :  Use  wall  map.  Trace  the  journey. 
Compare  the  towns  visited  with  cities  of  the  United  States. 
Use  the  same  method  in  treating  the  rivers  of  South 
America,  also  animals,  occupations,  climate,  people,  plants. 
Compare  North  and  South  America  as  to  shape,  size,  popu¬ 
lation,  rivers  and  railroads,  seasons. 

Ninth  Month.  General  review. 

FIFTH  YEAR. 

Text. — King’s  Primary  Geography. 

First  Month.  Review  pages  1  to  54. 

Make  review  work  thorough  and  complete. 

Second  Month.  Review  pages  55  to  77.  ; 

—7 


98 


Course  of  Study . 


Third  Month.  Review  pages  78  to  84. 

Fourth  Month.  Pages  85  to  97. 

Europe:  Trace  the  voyage  and  describe  the  steamship. 
Study  each  city  with  regard  to  its  harbor  (if  a  seaport), 
trade,  industries,  and  places  of  interest.  Study  the  people 
in  relation  to  their  occupations,  homes,  and  history.  Com¬ 
pare  the  rural  people  of  the  various  European  countries 
with  the  rural  population  of  Kansas. 

Study  London  intensively,  using  all  the  pictures  of  street 
scenes  and  buildings  that  are  at  hand  or  can  be  procured. 
Put  emphasis  on  the  great  age  of  many  of  the  principal 
buildings,  monuments,  etc. 

Study  Germany  in  the  same  thorough  manner,  using  all 
the  helps  that  can  be  procured. 

Fifth  Month.  Pages  98  to  110. 

Study  Paris  and  the  French  people'and  Switzerland  in 
the  same  manner  as  in  the  fourth  month. 

Italy:  Surface,  climate,  rivers,  lakes,  cities,  people  of 
Italy. 

Study  each  city  in  relation  to  its  occupations,  means  of 
communication,  and  places  of  interest. 

Study  Russia  as  Italy  was  studied,  and  make  frequent 
comparisons  of  people  with  the  people  of  the  United  States. 

Sixth  Month.  Pages  111  to  120. 

Africa:  The  Arab  boy;  life,  dress,  occupation,  religion. 

The  Sahara  desert :  reasons  for  its  existence.  The  basis 
for  all  plant  life  is  sufficient  moisture  and  enough  beat. 
Take  away  one,  and  a  desert  results.  Which  element  is 
lacking  in  the  Sahara?  Which  element  is  lacking  in  the 
Arctic  zone  ?  Desert  life  and  modes  of  travel.  Habits  of 
Arabs.  The  Nile,  and  its  relation  to  the  agricultural  life 
of  Egypt.  The  cities  of  the  Nile  and  their  history.  The 
Pyramids;  the  Sphinx. 


Geography.  99 

Compare  Africa  in  size,  shape,  rivers,  surface,  with  North 
America. 

South  Africa:  Diamond  mines;  animals;  natives;  a  Boer 
farm. 

Interior  Africa:  Physical  features;  negroes;  white  ants; 
large  animals;  smaller  animals. 

Seventh  Month.  Pages  120  to  130. 

Asia:  Size,  shape,  surface,  as  compared  with  other  grand 
divisions. 

China:  Home  life,  Chinese  schools,  Chinese  boys  and 
girls,  men  and  women,  habits  and  home  life  of  the  Chinese. 

Japan:  Children,  school  life,  play,  playthings,  habits  of 
dress,  customs,  houses,  home  life. 

Life  in  India.  Hindu  children,  school  life,- village  life. 
Animals  of  India.  Occupations  of  the  Hindus. 

Eighth  Month.  Pages  131  to  138. 

Australia  and  the  Islands  of  the  Pacific:  Compare  each 
in  size,  surface,  and  population  with  Kansas.  Relate  the 
Philippines  and  Hawaii  to  the  United  States  in  govern¬ 
ment  and  trade. 

Ninth  Month.  Review. 

SIXTH  YEAR. 

Text. —  King’s  Grammar  School  Geography. 

The  teacher  should  read  carefully  the  author’s  preface, 
and  especially  his  “Directions  to  Teachers.”  The  teacher 
is  urged  to  follow  a  plan  of  developing  a  lesson  on  a  grand 
division.  Copy  the  plan  of  the  author  on  the  blackboard 
and  use  it  whenever  presenting  a  lesson  oh  a  grand  divi¬ 
sion. 


100 


Course  of  Study. 


First  Month.  Pages  1  to  25. 

GENERAL  SUGGESTIONS  FOR  MAP-MAKING. 

Stencils  for  Pupil. —  Trace  map,  from  geography,  by 
means  of  transfer-  or  tracing-paper,  upon  manila  paper. 
With  a  coarse  needle  or  tine  punch,  perforate  the  outline. 
It  is  advisable,  when  the  class  is  large,  to  have  several 
stencils  of  the  same  map.  Several  may  be  made  at  once  by 
pinning  the  sheets  of  paper  together  and  putting  the  needle 
through  all. 

Punch  for  Making  Holes. —  For  a  large  hole,  takeab- 
or  8-penny  nail,  file  off  the  point,  and  file  two  grooves  at 
right  angles  to  each  other,  leaving  four  points.  Place  the 
paper  to  be  perforated  over  a  soft  board,  give  the  punch  a 
slight  tap  on  the  head  with  a  small  hammer,  and  the  result 
will  be  a  neat,  round  hole. 

Ruling  pen. — With  Roudebush’s  fountain  pen,  the  large 
maps  or  charts  are  quickly  and  easily  made. 

Papier-mache. — Tear  newspapers  into  pieces.  Pour 
boiling  water  over  them,  and  let  stand  until  soft.  Rub  the 
paper  between  the  hands  until  it  has  become  a  soft  pulp. 
Boiling  the  paper  facilitates  the  work.  Cold  water  will 
work  as  w^ell  as  hot,  but  takes  a  little  longer.  Two  or  three 
newspapers  will  make  plenty  of  mach6,  and  it  will  keep  any 
length  of  time  with  enough  water  on  it. 

Boards  for  Modeling. — Have  each  pupil  supply  himself 
with  a  smooth  board  about  12  inches  by  14  inches.  A 
shingle,  made  smooth  by  the  use  of  sandpaper,  will  do. 

Charcoal. — Enough  charcoal,  in  lump  form,  may  be 
bought  of  any  coal  dealer  for  one  cent.  A  pulverized  char¬ 
coal  is  sold  at  drug  stores,  but  is  much  more  expensive  and 
answers  the  purpose  no  better. 

To  U6e  Stencils. —  Place  stencil  over  paper  on  which 
your  map  is  to  be  made.  Go  over  the  perforated  outline 


Geography. 


101 


with  an  eraser  or  cloth  filled  with  charcoal.  Remove  the 
stencil  and  trace  the  outline  with  pencil.  When  the  stencil 
is  used  on  the  board,  trace  the  outline  with  chalk. 

HELPS. 

1.  Methods  and  Aids  in  Geography  —  King  —  is  of 
great  assistance  for  methods  in  teaching  geography. 

2.  Nichols’s  Outline  is  excellent,  but  remember  it  is 
but  an  outline,  and  is  but  suggestive  except  in  the  work  of 
review. 

3.  Fisher’s  Oatline  is  used  at  the  State  Normal  School. 

4.  Frye’s  Geography  is  an  excellent  supplementary  book. 

5.  Collect,  with  the  aid  of  your  pupils,  as  many  sup¬ 
plementary  texts  as  possible. 

6.  Teach  use  of  the  encyclopedias. 

7.  There  are  many  excellent  Geographical  Readers. 

8.  Stories  of  Australia,  India,  China,  Northern  Europe, 
and  England,  and  Stories  of  Industry,  vols.  1  and  2,  by 
Mara  L.  Pratt. 

A  FEW  OTHER  SUGGESTIONS. 

1.  Write  stories  on  subjects  which  have  to  do  with  ge¬ 
ography,  illustrating  them  with  sketches  or  by  pictures 
clipped  from  newspapers,  etc. 

2.  Begin  a  collection  for  a  cabinet,  if  you  have  not  yet 
done  so  —  minerals,  woods,  shells,  etc. 

3.  Make  a  collection  of  pictures,  from  magazines,  news¬ 
papers,  Perry  Pictures,  etc.  Let  the  children  mount  them 
on  the  large  sheets  of  manila  paper. 

4.  Write  to  children  in  other  lands  and  in  other  parts 
of  your  own  country. 

Use  United  States  weather  maps.  They  will  be  fur¬ 
nished  upon  application  to  the  United  States  Weather  Bu¬ 
reau.  Develop  the  law  that  air  moves  from  regions  of  high 
pressure  toward  regions  of  low  pressure;  that  on  account  of 
the  rotation  of  the  earth,  great  circular  storms,  called  cy¬ 
clones,  move  from  west  to  east  across  the  United  States, 


102 


Course  of  Study. 


causing  cloudiness  and  precipitation  in  the  low-pressure, 
storm-center  area.  Climate  and  weather — distinguish  terms. 
Climate  as  related  to  latitude  and  altitude.  Zones  of  heat: 
Show  how  they  move  as  the  heat  equator  moves,  north  or 
south.  Influence  of  large  bodies  of  water  upon  climate. 
Study  rainfall  map  of  North  America,  and  show  how  pre¬ 
cipitation  is  influenced  by  prevailing  winds  and  mountain 
ranges.  Show  that  ocean  currents  are  caused  mainly  by 
the  prevailing  winds.  Show  that  moisture  is  held  in  the 
atmosphere  as  invisible  vapor;  that  hot  air  can  hold  more 
moisture  than  cold  air  can;  that  moisture  must  be  precipi¬ 
tated  if  the  atmosphere  is  carried  to  either  higher  latitudes 
or  altitudes. 

Latitude  and  longitude,  with  reference  to  absolute  loca¬ 
tion  of  any  place  on  sea  or  land. 

The  seasons:  Causes.  Zones.  Show  that  the  width  of 
zones  depends  upon  the  inclination  of  the  earth’s  axis  to 
the  plane  of  its  orbit.  Have  pupils  figure  boundaries  of 
zones  and  width  of  each  zone,  if  earth’s  axis  were  inclined 
only  ten  degrees;  to  the  plane  of  its  orbit,  fifteen  degrees; 
twenty-five  degrees;  thirty  degrees? 

Second  Month.  Page  26,  to  the  Middle  Atlantic  states, 
page  48. 

Use  a  physical  geography  to  aid  in  developing  nature’s 
preparation  for  man. 

Use  suggested  outline  of  author  in  presenting  North 
America.  Use  the  following  outline  in  presenting  the 
New  England  states.  Use  this  also  for  every  other  group 
of  states:  Location  —  relative,  i.  e .,  northeast  part  of  the 
United  States,  or  southeast  part,  as  case  may  be;  actual, 
i .  e .,  latitude  and  longitude.  Size:  Compare  with  Kansas. 
Surface.  Rivers  and  railroads.  Other  means  of  communi¬ 
cation,  if  any.  Population.  The  largest  state.  The  small¬ 
est  state.  Industries,  and  why. 

Take  up  each  state  and  its  commercial  and  trade  centers. 


Geography. 


103 


Always  dwell  upon  the  occupations  of  the  people  as  influ¬ 
enced  by  the  physical  features  of  the  state  in  question. 
Have  as  many  pictures  from  these  places  as  possible.  Use 
the  encyclopedia.  Study  all  relief  maps  carefully,  so  as  to 
fix  in  mind  the  high  land  and  the  low  land  areas.  Have 
pupils  draw  outline  maps  from  memory.  Teach  pupils  to 
use  the  colored  physical  maps  intelligently.  Notice  the 
tinting  of  the  map  of  New  England,  page  45,  and  explana¬ 
tion  of  the  tinting  in  the  lower  right-hand  corner. 

Compare  elevations  above  sea-level  in  the  New  England 
States  with  the  elevation  of  eastern  Kansas;  western  Kan¬ 
sas;  elevation  of  pupils’  home  town  above  sea-level. 

Take  up  general  features,  such  as  surface-drainage,  riv¬ 
ers,  coast- lines  or  forms,  climate,  education,  etc. 

Third  Month.  Page  48,  to  the  Southern  states,  page 
69. 

Take  up  the  Middle  .Atlantic  states  on  the  same  plan  as 
above. 

Continue  the  study  of  these  states  by  the  use  of  the 
physical  map  as  before. 

Study  industrial  map  carefully,  so  as  to  know  where  the 
various  products  belong. 

Study  coal,  and  mining  in  its  various  forms.  Gather  all 
information  possible.  Kinds  of  coal  and  its  uses.  Life  of 
miners. 

Fourth  Month.  Page  69,  to  the  Central  states,  page 
79;  and  review  pages  1  to  79. 

The  Southern  states,  following  previous  outline.  Take 
up  each  state  as  before.  Study  pictures.  Bring  samples 
of  such  products  as  can  be  procured.  Always  take  every 
chance  to  make  comparisons  with  some  standard  known  to 
the  pupils.  Take  up  the  general  features,  then  summarize 

Review  pages  1  to  79. 


104  Course  of  Study. 

Fifth  Month.  Page  79,  to  “The  Corn  and  Wheat  Belt,” 
page  93. 

Study  the  Central  states  according  to  the  previous  out¬ 
line.  Then  take  up  the  individual  states  and  their  indus¬ 
tries  as  affected  by  their  physical  characteristics.  Study 
all  industrial  maps,  and  make  comparisons.  Do  not  neg¬ 
lect  the  pictures  nor  the  comparative  profile  maps  of  the 
Mississippi  and  Missouri  rivers. 

Sixth  Month.  Page  93,  to  “Mining  Gold  and  Silver,” 
page  114. 

The  corn  and  wheat  belt. 

Domestic  Commerce:  Valleys,  rivers,  bays,  oceans,  in 
their  relation  to  commerce.  Causes  of  commerce  :  surface, 
climate,  soil.  Internal  and  foreign  commerce.  Commerce 
of  the  Great  Lakes,  of  the  Central  West,  of  the  New  Eng¬ 
land  states,  of  the  South.  Routes  of  commerce. 

The  Western  states  :  Study  according  to  previous  out¬ 
line,  as  whole,  then  individually. 

Let  the  pupils  tell  about  a  trip  from  the  lakes  to  the  Pa¬ 
cific.  Study  colored  physical  maps  as  before  suggested. 

Study  peculiar  plant  and  animal  life  of  the  desert  area. 

Seventh  Month.  Pages  114  to  132. 

Study  gold  and  silver  mining,  comparing  with  coal  min¬ 
ing.  Methods  of  mining.  .  Forms  of  ore.  Have  pupils 
bring  samples  of  gold-  and  silver- bearing  rock.  Irrigation 
in  the  West. 

Countries  north  of  the  United  States:  Study  as  outline 
suggests. 

Countries  south  of  the  United  States  :  Use  previous  out¬ 
line. 

West  Indies:  Size,  location,  people,  population,  occupa¬ 
tions,  climate,  cities,  commerce  with  what  countries. 

Panama,  as  above. 


Geography . 


105 


Eighth  Month.  Pages  132  to  153. 

Territories  and  Dependencies  of  the  United  States  ac¬ 
cording  to  the  following  outline :  Location,  size,  popula¬ 
tion,  how  acquired,  valuable  for  what,  how  governed,  gen¬ 
eral  information. 

Study  South  America  according  to  the  plan  suggested 
by  the  author  in  his  “Directions  to  Teachers.” 

Ninth  Month.  Pages  153  to  165,  and  review,  pages  79 
to  153. 

Study  Europe  as  South  America  was  studied. 

Review  carefully  pages  79  to  153. 

SEVENTH  YEAR. 

Text. — King’s  Grammar  School  Geography. 

First  Month.  Review  pages  1  to  100. 

Second  Month.  Review  pages  101  to  153. 

Third  Month.  Page  154,  to  Denmark,  page  174. 

Study  Europe  as  South  America  was  studied  (see  sixth 
year).  Then  take  up  each  country  according  to  the  fol¬ 
lowing  outline:  Location — relative  and  absolute;  size — 
relative  and  absolute;  population,  surface  features,  climate, 
products,  industries,  means  of  communication  ( rivers,  rail¬ 
roads,  canals,  lakes,  etc.).  Compare  with  United  States ; 
with  Kansas. 

Study  the  German  Empire  as  above  outline  suggests. 

Fourth  Month.  Pages  174  to  192. 

According  to  the  above  outline,  study  :  Denmark,  the 
Netherlands,  Belgium,  Switzerland,  Austria,  Hungary,  and 
the  other  countries  as  they  come  in  the  text. 

Finish  the  study  of  European  countries. 


106 


Course  of  Study . 


Fifth  Month.  Page~193,  to  Japan,  page  206. 

Asia,  according  to  the  outline  suggested  for  Europe. 
Then  take  up  countries  of  Asia  as  they  appear  in  the  text 
and  apply  the  outline  for  countries  as  given  before. 

Sixth  Month.  Page  206,  to  Africa,  page  219. 

Begin  with  Japan  and  finish  the  study  of  Asiatic  coun¬ 
tries,  as  suggested  above.  Then  summarize,  comparing  the 
railroad  facilities  with  those  of  United  States;  of  Europe, 
etc. 

Seventh  Month.  Pages  219  to  232. 

Study  Africa  as  suggested  in  “Directions  for  Teachers” 
in  front  of  text.  Then  take  up  divisions  as  followed  by 
text. 

Eighth  and  Ninth  Months.  Prom  page  233,  the 
Geography  of  Kansas,  and  general  review  (two  weeks). 

Take  up  Australia  and  the  Pacific  islands  according  to 
previous  outline. 

Study  foreign  world  commerce. 

Draw  map  of  home  county.  Locate  the  county,  its  size, 
climate,  population,  occupations,  products  —  agricultural 
and  manufactured,  minerals,  rivers,  etc. 

Draw  map  of  state.  Locate  chief  cities,  charitable  in¬ 
stitutions,  educational  institutions,  etc. 

General  review,  with  the  following  outline  (six  weeks): 

Why  manufacturing  is  the  chief  industry  of  the  New 
England  states;  how  water-power  makes  cost  of  production 
cheaper;  food  products  imported;  where  the  finished  prod¬ 
ucts  of  her  mills  are  sent;  raw  materials  imported,  where 
from;  natural  resources  of  the  section;  facilities  for  com¬ 
merce;  what  makes  her  chief  cities  important;  some  of  the 
chief  historical  events. 

Make  map  of  each  section,  showing  elevations,  drainage, 
location  of  chief  cities,  natural  resources,  agricultural  prod¬ 
ucts,  mineral  products. 


Geography. 


107 


Why  steam  power  in  the  Middle  Atlantic  states  is  less 
than  in  the  New  England  states;  agricultural  resources 
compared  with  New  England;  why  New  York  is  the  chief 
commercial  center  of  the  United  States;  what  causes  led 
to  the  growth  of  Philadelphia,  Pittsburgh,  Buffalo,  Balti¬ 
more;  mineral  resources;  character  of  the  manufactures; 
commerce  by  lakes,  rivers,  canals,  the  sea;  steam  and  elec¬ 
tric  railways;  historic  places  and  events. 

Climate  of  the  southern  section;  staple  products  of  the 
South;  growth  of  manufactures;  importance  of  the  min¬ 
eral  products;  growth  of  railways;  other  facilities  for  com¬ 
merce;  development  of  the  Sou  ill  since  the  war;  how  rice 
and  cotton  are  cultivated;  production  of  tropical  fruits; 
location  of  all  important  cities. 

The  grazing  lands  of  Texas;  scarcity  of  minerals;  wealth 
of  soil  products;  importance  of  New  Orleans  and  Galveston. 

Vast  agricultural  resources  of  the  Central  states  com¬ 
pared  with  sections  studied  ;  how  the  East  is  fed  by  the 
West;  manufactures  of  the  West;  natural  resources;  facili¬ 
ties  for  commerce;  causes  leading  to  the  growth  of  Chicago, 
Cleveland,  Cincinnati,  Milwaukee;  locate  many  other  im¬ 
portant  cities;  rivers. 

Surface  and  climate  of  the  western  section;  importance 
of  agricultural  and  live-stock  products;  how  transported  to 
the  East;  the  milling  industry;  development  of  the  min¬ 
eral  resources;  facilities  for  commerce;  variations  of  climate 
in  both  sections;  compare  with  eastern  section;  causes  lead¬ 
ing  to  the  growth  of  Minneapolis,  Kansas  City,  St.  Louis, 
Omaha,  Duluth,  St.  Paul. 

Great  elevation  of  the  plateau  section;  difference  of  cli¬ 
mate  from  sections  east  in  the  same  latitude;  vastness  of 
the  mineral  wealth;  parts  where  agriculture  is  important; 
how  most  of  the  agriculture  is  carried  on;  the  live-stock  in¬ 
dustry  is  important;  difficulties  of  transportation. 

Climate  of  the  Pacific  section;  facilities  for  commerce; 
foreign  commerce;  fisheries;  desert  regions;  irrigation; 


108 


Course  of  Study. 


fruit  and  agricultural  products;  mineral  resources;  import¬ 
ance  of  San  Francisco,  Seattle,  Los  Angeles,  Portland; 
mineral  resources. 

Climate  of  eastern  and  western  parts  of  Canada  com¬ 
pared;  compare  with  the  United  States;  character  and  oc¬ 
cupations  of  the  people;  importance  of  timber  products; 
fisheries;  minerals;  the  growing  of  wheat;  the  fur  industry; 
facilities  for  commerce;  form  of  government;  compare  with 
Mexico  and  Central  America,  as  to  climate,  agricultural  and 
mineral  products;  products  of  the  gulf  coast  of  Mexico;  of 
the  plateau ;  stability  and  form  of  government;  relations  with 
the  United  States;  why  Central  America  is  important  to 
the  United  States;  chief  imports;  chief  exports;  surface  of 
the  country;  climate. 

Commercial  importance  of  Cuba;  form  of  government; 
what  interest  we  have  in  the  country;  chief  industries  and 
products  of  the  country. 

Make  a  map  of  Mexico,  Central  America,  and  the  West 
Indies,  showing  chief  products,  occupations,  minerals,  and 
important  cities. 

REVIEW  OUTLINE. 

Why  South  America  has  not  developed  as  rapidly  as 
North  America;  the  wealth  of  animal  and  vegetable  life: 
great  plains  for  grazing ;  importance  of  the  cattle  and  sheep 
industry  ;  the  grain-growing  section  ;  importance  of  coffee¬ 
growing;  the  rubber  industry;  the  exportation  of  fruits 
and  valuable  woods  and  dyes;  the  mineral  resources;  how 
a  lack  of  railways  retards  the  development  of  the  country; 
the  great  natural  highways;  the  vastness  of  the  river  sys¬ 
tems;  immense  rainfall  of  the  Amazon  valley;  why  the 
countries  of  South  America  are  not  regarded  among  the 
great  nations  of  the  world;  the  importance  of  the  Panama 
canal  to  the  western  coast;  principal  seaports;  other  large 
cities;  how  trade  and  travel  is  carried  on  over  the  moun¬ 
tains;  compare  the  Andes  with  the  Rocky  mountains; 


Geography. 


109 


compare  the  Amazon  with  the  Mississippi  and  Missouri ; 
La  Plata  and  Mackenzie;  Orinoco  and  Columbia. 

Lack  of  progress ;  ignorance  of  the  masses  of  the  people  ; 
unstable  governments. 

Make  a  map  showing  elevations  and  drainage;  principal 
agricultural  and  mineral  products ;  manufactures ;  animals ; 
location  of  chief  cities. 

Compare  physical  features  of  Eurasia  with  North  Amer¬ 
ica  ;  with  South  America ;  great  arms  of  the  sea ;  indenta¬ 
tions  of  the  coast  line ;  peninsulas  and  capes ;  drainage 
compared  with  other  grand  divisions  studied ;  areas  of 
high  land  compared;  desert  areas;  mountain  systems: 
climate  in  the  extreme  north  and  south  compared;  com¬ 
pared  with  North  America;  with  South  America;  animal 
and  vegetable  life  of  northern  part  of  Eurasia  and  North 
America  compared ;  of  southern  part  and  South  America 
compared;  areas  of  greatest  rainfall;  areas  of  greatest 
density  of  population. 

Make  map  of  Eurasia,  showing  highlands,  rivers,  moun¬ 
tains,  lakes  and  seas,  principal  mineral  and  agricultural 
productions. 

The  great  commercial  centers  of  Europe ;  the  great 
manufacturing  centers ;  the  food-producing  countries ; 
countries  dependent  upon  imports  for  their  food  supply ; 
raw  materials  imported  for  manufacturing;  manufactures 
exported ;  importance  of  the  ocean  commerce  ;  foreign  pos¬ 
sessions  of  the  principal  countries ;  eastern  and  western 
Europe  contrasted,  as  to  forms  of  government,  educational 
advancement,  religion,  language,  character  of  manufactures 
and  commerce. 

Make  map  of  Europe  as  suggested  for  the  sections  of 
the  United  States  and  for  other  grand  divisions  studied. 
These  maps  are  intended  to  be  suggestions  only,  and  may 
be  clay,  sand,  paper,  pulp  or  drawings. 

Australia  and  the  Pacific  Islands. 

Complete  subject. 


110 


Course  of  Study. 


PHYSIOLOGY. 


THIRD  YEAR. 

Time. —  Five  months,  beginning  with  the  fifth  month. 
Let  the  teacher  give  a  series  of  interesting  talks  on  simple 
and  familiar  things.  This  will  be  of  great  help  in  increas¬ 
ing  the  child’s  vocabulary,  and  give  him  facility  in  using  it. 

The  following  subjects  are  suggestive;  these  should  be 
enlarged  upon  and  others  taken  up  by  the  teacher: 

The  parts  of  the  body. 

What  the  body  needs. 

What  to  eat  and  drink. 

What  not  to  eat  and  drink. 

How  and  when  to  eat. 

Bathing. 

Pure  air. 

Sunshine,  etc. 

.  FIFTH  YEAR. 

Time. —  Five  months,  beginning  with  the  fifth  month. 
Text. — Krohn’s  First  Book  in  Hygiene. 

Read  the  suggestions  to  the  teacher  on  pages  4  and  5. 

Fifth  Month.  Pages  9  to  39. 

Sixth  Month.  Pages  40  to  76. 

Seventh  Month.  Pages  77  to  113. 

Eighth  Month.  Pages  114  to  144. 


Ninth  Month.  Review. 


Physiology. 


Ill 


EIGHTH  YEAR. 

Text. —  Krohn’s  Graded  Lessons  in  Physiology  and  Hy¬ 
giene. 

In  the  preface  the  author  states  that  the  keynote  of  this 
book  is  health . 

It  should  be  the  constant  aim  of  the  teacher  to  so  teach 
that  pupils  may  not  only  know  how  to  care  for  the  body, 
but  that  they  may  practice  thh  principles  taught  in  every¬ 
day  life. 

First  Month.  Pages  9  to  45. 

Second  Month.  Pages  46  to  79. 

Third  Month.  Pages  80  to  106. 

Fourth  Month.  Pages  107  to  145. 

Fifth  Month.  Pages  146  to  174. 

Sixth  Month.  Pages  175  to  195. 

Seventh  Month.  Pages  196  to  227. 

Eighth  Month.  Pages  228  to  268. 

Ninth  Month.  Chapter  19,  and  general  review. 

At  the  close  of  several  chapters  there  are  review  ques¬ 
tions  and  supplementary  exercises.  These  will  be  helpful 
along  the  line  designed. 

The  following  outline  may  also  assist  the  teacher  in  giv¬ 
ing  supplementary  work : 

digestion. 

Organs: 

Mouth:  Lips;  cheeks;  palate:  hard,  soft,  uvula,  ton¬ 
sils;  tongue:  papillae,  fraenum  ;  gums ;  teeth:  kinds,  parts, 
composition,  uses,  hygiene;  glands,  ( a )  salivary:  parotid, 
submaxillary,  sublingual,  ( b )  buccal. 


112 


Course  of  Study. 


Pharynx:  Position;  shape;  passages. 

(Esophagus:  Situation;  length;  coats;  use. 

Stomach:  Situation;  shape;  size;  curvatures;  orifices; 
capacity;  coats;  glands;  omentum. 

Small  Intestine  :  Situation  ;  length  ;  diameter ;  coats ; 
villi:  situation,  number,  structure,  office;  glands:  divi¬ 
sions  ( a )  duodenum:  situation,  length,  glands  connected 
with  ( 1 )  liver :  situation,  size,  weight,  blood-vessels,  ducts, 
gallbladder,  office;  (2)  pancreas:  situation,  shape,  size, 
duct,  office;  ( b )  jejunum  :  situation,  length;  (<?)  ileum  : 
situation,  length;  openings. 

Large  Intestine :  Situation;  length;  diameter;  coats; 
divisions  —  (a)  caecum:  situation,  length,  vermiform  ap¬ 
pendix;  (b)  colon:  situation,  length,  parts — ( c )  rectum: 
function. 

Secretion : 

Saliva:  Appearance;  quantity;  composition;  reaction; 
uses;  amount. 

Gastric  Juice  :  Appearance;  quantity  composition  ;  re¬ 
action;  uses;  amount. 

Pancreatic  Juice:  Appearance;  quantity;  composition; 
reaction;  uses;  amount. 

Bile:  Appearance;  quantity;  composition;  reaction; 
uses;  amount. 

Intestinal  juice:  Appearance;  quantity;  composition; 
reaction;  uses;  amount. 

Food : 

Kinds — organic:  Nitrogenous  (flesh-forming),  carbona¬ 
ceous  (heat-producing);  inorganic. 

Composition  of  different  articles  of  food  (give  examples). 

Quantity  required. 

Changes  undergone  (in  mouth,  stomach,  etc.). 

Uses. 

Cooking:  Kinds;  uses. 

Processes:  Prehension,  mastication,  insalivation,  deglu¬ 
tition,  chymification;  chylification. 


Physiology . 


113 


Absorption:  Organs,  (a)  capillary  blood-vessels:  situa¬ 
tion,  office;  (b)  capillaries  of  stomach  and  intestines  (form 
the  portal  vein);  (c)  lacteals:  situation,  office;  function. 

Assimilation:  Process;  function. 

Hygiene :  Time  required  for  digestion ;  value  of  different 
foods;  stimulants;  alcohol;  tobacco. 

STIMULANTS  AND  NARCOTICS. 

Alcohol :  Origin  ;  varieties ;  properties  ( physiological 
and  chemical );  composition;  alcoholic  beverages;:  distilled, 
fermented,  malted ;  physiological  effects  on  circulation, 
heart,  lungs,  stomach,  liver,  brain. 

Tobacco  :  History ;  properties  :  stimulating,  narcotic, 
poisonous;  production;  uses:  chewing,  smoking,  snuffing; 
active  principle;  effects. 

Other  narcotics:  Opium,  chloroform,  chloral,  cocaine, 
bromide  of  potash,  belladonna,  digitalis,  hasheesh. 


^  EXCRETION. 

Organs : 

Skin:  Structure;  modifications;  uses;  glands;  hygiene. 
Kidneys  :  Situation  ;  size  ;  structure  ;  blood-vessels  ; 
functions. 

Lungs  (see  Respiration). 

Intestines. 

THE  SKELETON. 


The  head:  Cranium  (8  bones);  face  (14  bones);  ears  (8 
bones). 

The  trunk:  Spinal  column  (24  bones);  ribs  (24  bones); 
sternum;  hyoid;  pelvis  (4  bones). 

The  limbs:  Upper  limbs  (64  bones);  lower  limbs  (60 
bones). 

Articulations :  Kinds  :  movable  ;  immovable  ;  slightly 
movable. 

What  makes  up  a  joint  ? 


-8 


114 


Course  of  Study . 


MUSCLES. 

Number;  arrangement;  kinds:  as  to  volition,  as  to  posi¬ 
tion,  as  to  mode  of  action,  as  to  form;  structure:  transverse, 
longitudinal,  microscopic,  chemical;  coverings;  contrac¬ 
tion  and  irritability;  uses;  hygiene. 

^  CIRCULATION. 

Organs : 

Heart:  Shape;  size;  situation;  weight;  chambers: 
auricles,  ventricles;  openings;  valves;  nerve  supply; 
movements;  sounds;  capacity;  blood  supply. 

Arteries:  Coats;  pressure  of  blood;  anastomosis;  course 
of  the  main  arteries. 

Capillaries  :  Definition  ;  coat ;  size  ;  circulation  ;  office. 

Veins :  Coats ;  valves ;  circulation ;  comparison  with 
arteries  and  capillaries:  {a)  arteries  d^ep-seated,  veins  su¬ 
perficial,  capillaries  both;  (b)  veins  flow  to  the  heart, arteries 
from  the  heart,  capillaries  in  all  directions;  (<?)  veins  have 
many  valves,  arteries  few,  capillaries  none;  ( d )  vein-flow  is 
continuous,  arterial  by  jets,  capillary  both;  ( e )  veins  col¬ 
lapse,  arteries  do  not;  (f)  capillaries  more  numerous  than 
veins,  and  veins  than  arteries;  (g)  relative  capacity:  arteries 
1,  veins  4,  capillaries  400. 

Circulation: 

Systemic;  pulmonic;  coronary;  portal;  renal. 

The  Blood: 

Amount;  temperature;  composition:  plasma,  fibrinogen, 
corpuscles  (red  and  white) ;  osmosis;  uses;  hygiene. 

Lymphatics: 

Description;  glands;  lymph;  functions. 


^  RESPIRATION. 

Organs: 

Nose:  Structure;  use. 

Larynx:  Situation;  cartilages;  vocal  cords:  attachment, 
structure,  covering,  vibrations;  voice. 

Trachea:  Bronchi;  bronchial  tubes;  alveoli. 

Lungs:  Situation;  weight;  lobes;  lobules;  cilia;  struc- 


Physiology .  115 

ture;  covering;  capacity;  uses;  muscles:  diaphragm,  in- 
tercostals,  abdominals. 

Air:  Composition;  quantity  used;  changes  produced  by 
respiration. 

Modifications. 

Hygiene:  Proper  breathing;  deep  breathing;  pure  air; 
ventilation. 

NERVOUS  SYSTEM. 

Nervous  tissue:  Cells;  fibers. 

Cerebrospinal  system:  Cerebrospinal  axis  —  brain 
weight,  coverings;  parts:  cerebrum,  cerebellum,  medulla 
oblongata,  pons  varolii ;  spinal  cord:  situation,  length, 
weight,  shape,  hemispheres,  kinds  of  matter,  coverings, 
decussation  of  sensory  nerve  fibers,  reflex  action;  nerves: 
size,  structure,  divisions  (sensory,  motory  nerve  roots,  kinds 
of  fiber). 

Sympathetic  system  :  Ganglia,  distribution  of  nerves, 
office. 

Eyes  —  Organs  of  sight: 

Situation;  shape;  size;  coats,  (a)  sclerotic:  structure, 
cornea;  ( b )  choroid:  situation,  structure,  office,  ciliary 
processes,  ciliary  muscle;  iris:  definition,  color,  situation, 
pupil,  office;  (c)  retina:  situation,  structure,  sensitive  ele¬ 
ments — rods  and  cones,  point  of  distinct  vision — yellow 
spot,  blind  spot;  refractive  media;  (a)  crystalline  lens: 
size,  shape,  situation,  structure,  capsule,  suspensory  liga¬ 
ment,  use;  (b)  aqueous  humor:  situation,  office;  ( c )  vitre¬ 
ous  humor:  situation,  size,  shape,  office ;  muscles  of  the 
eye;  protecting  organs:  (a)  orbit,  ( b )  eyebrows,  ( c )  eye¬ 
lids:  conjunctiva,  lashes,  glands;  ( d )  lachrymal  appara¬ 
tus  :  glands,  canals,  nasal  duct ;  diseases ;  hygiene. 

Ears — organs  of  hearing: 

Situation  ;  parts  (a)  external :  auricle  or  pinna,  auditory 
canal;  (6)  middle  or  tympanum:  situation,  size,  lining 
membrane,  membrani  tympani  (position,  action  and  use), 


116 


Course  of  Study. 


chain  of  bones  (names,  arrangement,  action  and  use),  Eus¬ 
tachian  tube  (situation,  shape  and  size,  use),  (<?)  internal 
or  labyrinth  :  situation,  parts  (1)  bony  labyrinth  :  vestibule, 
semicircular  canals;  cochlea  (2)  membranous  labyrinth: 
membranous  vestibule — saccule  and  utricle,  membranous 
semicircular  canals  (names  and  functions),  cochlea  (fills 
bony  cochlea.  [Communicates  by  a  tube  with  sacculus. 
Contains  organ  of  Corti,  which  communicates  vibrations  to 
the  auditory  nerve  ends.  Nerve  terminations  line  the  walls 
of  the  vestibule  and  cochlea) ;  hygiene. 


History . 


117 


HISTORY. 


FOURTH  YEAR. 

KANSAS  HISTORY  STORIES. 

It  is  suggested  that  the  teacher  familiarize  herself  with 
the  following  subjects  and  give  them,  or  such  parts  of  them 
as  she  can  use,  to  her  classes  in  story  form  as  a  basis  for  Lan¬ 
guage  and  Culture  work.  These  may  be  used  in  this  grade 
and  grades  above. 

Suggested  Subjects:  1.  Coronado.  See  Kansas  His¬ 
tory,  page  14.  2.  Lewis  and  Clark  Expedition.  See  Kan¬ 
sas  History,  page  15.  3.  Independence  Day  at  Atchison. 

Kansas  History,  page  16.  4.  Pike’s  Expedition.  Kansas 

History,  pages  16  to  23.  5.  Santa  Fe  Trail.  Kansas  His¬ 
tory,  pages  25,  26,  27,  28,  30,  167.  Bring  in  paragraph  43. 
6.  John  Brown.  Kansas  History,  pages  63,  64,  82  to  86, 
244,  251.  7.  Poem:  Le  Marais  du  Cygne.  8.  The  Pony 

Express.  Kansas  History,  page  89.  9.  James  H.  Lane. 

The  Border  War.  See  Kansas  History,  page  98. 

Quantrell’s  Raid.  Kansas  History,  pages  105  to  108. 

Pioneer  Life.  Kansas  History,  page  127. 

Grasshoppers  and  Drought  of  1874.  Kansas  History, 
page  151. 

Kansas  Aid  to  Ohio  Sufferers.  Kansas  History,  page  166. 

The  Sunflower  State.  Kansas  History,  page  167. 

The  Buffalo  and  His  Departure.  Kansas  History,  page 
180. 

Salt  Industry.  Kansas  History,  page  190. 

Kansas  in  the  Spanish-American  War.  The  Maine; 
Fred  Funston  and  the  Twentieth  Kansas.  Kansas  His¬ 
tory,  page  256. 

For  additional  references  see  Crane’s]Classics]—  James  H. 
Lane,  John  Brown,  Territorial  Governors,  Kansas  Day,  etc. 


118 


Course  of  Study . 

-SIXTH  YEAR. 

This  outline  will  not  interfere  with  the  use  of  any  pri¬ 
mary  text  which  the  principal  may  select. 

The  State  Text-book  Commission  indorsed  the  following 
texts:  McMaster’s  Primary  History;  “First  Steps  in  the 
History  of  Our  Country/’  by  Mowry;  “American  Leaders 
and  Heroes,”  by  Gordy. 

First  Month.  Early  explorations,  settlements,  claims 
of  territory  and  on  what  they  were  based. 

The  Indians:  Their  character,  manners,  and  customs. 

Biographical  sketches  of  Columbus,  De  Soto,  Champlain, 
the  Cabots,  Raleigh,  Hudson. 

Second  Month.  Period  of  settlement  and  development. 
The  English  in  Virginia,  New  England,  Middle  and  South¬ 
ern  Colonies;  the  Dutch  in  New  York;  the  Swedes  in  Dela¬ 
ware. 

Causes  leading  to  the  settlement  of  the  different  colonies: 
desire  for  wealth,  desire  for  religious  freedom. 

Prominent  characters:  John  Smith,  Governor  Winthrop, 
Roger  Williams,  Lord  Baltimore,  William  Penn,  James 
Oglethorpe,  King  Philip. 

Third  Month.  The  struggle  for  supremacy  between 
England  and  France:  King  William’s  War,  Queen  Anne’s 
War,  King  George’s  War,  French  and  Indian  War. 

Estrangement  of  the  colonies  from  the  mother  country. 

Noted  men;  Montcalm,  Wolfe,  Patrick  Henry,  James 
Otis,  Samuel  Adams,  John  Hancock. 

Fourth  Month.  Study  the  following  topics  through 
the  biographies  of  the  men  who  were  prominent  and  active 
in  these  movements : 

The  Struggle  for  Independence.  Trace  the  principal 
campaigns;  the  French  Alliance;  the  Articles  of  Confed¬ 
eration. 


History.  119 

Formation  of  the  Federal  Government — the  Constitu¬ 
tion. 

Biographies  of  Washington,  Greene,  LaFayette,  Frank¬ 
lin,  Robert  Morris,  Cornwallis. 

Fifth  Month.  Follow  suggestions  as  given  under  fourth 
month. 

National  growth  ;  establishment  of  the  Government ;  ter¬ 
ritorial  expansion  ;  slavery  ;  mechanical  inventions. 

Sewing-machines,  steamboat,  reaper,  cotton-gin. 

Sixth  Month.  Study  the  lives  of  Hamilton,  Jefferson, 
Jackson,  Clay,  Calhoun,  Webster,  Garrison,  Harriet  Beecher 
Stowe,  Horace  Mann. 

Seventh  Month.  See  suggestions  for  fourth  month. 

The  War  for  the  Union;  principle  involved;  trace  the 
most  important  military  movements. 

Biography :  Lincoln,  Seward,  Grant,  Lee,  Davis. 

Eighth  Month.  See  suggestions  for  fourth  month. 

Recent  history  ;  reconstruction;  commercial  expansion ; 
railroads;  telegraph  and  telephone;  improved  machinery; 
Spanish-American  War — cause,  results,  territorial  expan¬ 
sion ;  education  —  the  old  and  the  new. 

Ninth  Month.  Lives  of  Edison,  Clara  Barton,  Frances 
Willard,  Blaine,  Cleveland,  McKinley,  Roosevelt. 

As  a  general  review,  develop  supplementary  topics  pro¬ 
vided  by  the  teacher. 


120 


Course  of  Study. 


UNITED  STATES  HISTORY. 


SEVENTH  YEAR. 

Texts. —  Davidson’s  History  of  the  United  States;  Fos¬ 
ter’s  Historical  Outline  Maps  on  United  States  History 
(Historical  Publishing  Co.,  Topeka,  Kan.) 

First  Month.  Pages  13  to  48. 

The  Awakening  in  Europe  —  Effects  of  the  Reformation, 
politically  and  socially;  spirit  of  the  governments;  the  as¬ 
sertion  of  the  people;  the  printing  of  books  —  other  inven¬ 
tions;  effects  of  the  discovery  of  America;  legends  of  other 
discoveries;  the  early  explorers— what  they  did;  what  it 
was  worth  to  their  respective  sovereigns.  Give  special  at¬ 
tention  to  those  explorers  whose  explorations  resulted  in 
claims  of  territory  by  the  various  European  nations. 

Second  Month.  Pages  48  to  74. 

Influence  of  geography  upon  history.  The  peoples  of 
our  country  —  how  they  were  conquered;  their  civilization, 
religion,  manners,  and  customs.  The  English  home-build¬ 
ers  and  the  purpose  of  their  coming. 

Supplementary  reading:  Indian  stories,  and  a  biography 
of  John  Smith. 

Third  Month.  Pages  74  to  104. 

The  development  of  the  American  in  the  various  settle¬ 
ments;  causes  of  the  settlements — religious  ideas,  disputes, 
and  persecutions ;  religious  intolerance ;  charter  govern¬ 
ment  to  constitutional  government;  the  various  ideas  (re¬ 
ligious,  social,  and  political )  which  prevailed  in  the  several 
colonies;  the  growth  of  the  colonies  as  influenced  by  these 
factors. 


United  States  History . 


121 


Supplementary  reading:  Extracts  from  Knickerbocker 
History  of  New  York.  Miles  Standish. 

Foukth  Month.  Pages  104  to  123. 

The  struggle  of  England  and  France  for  the  world  mas¬ 
tery  ;  what  the  colonies  were  teaching  Europe;  what  each 
successive  war  was  teaching  the  colonies;  the  great  value 
of  the  French  and  Indian  War;  developed  military  leaders, 
governmental  leaders,  crystallized  the  “Americans” — freed 
them  from  a  foreign  enemy. 

Supplementary  reading:  Evangeline.  Study  geogra¬ 
phy  of  Quebec. 

Fifth  Month.  Pages  123  to  157. 

Pupils  will  be  interested  in  reading  Eggleston’s  Primary 
History  in  connection  with  this  chapter. 

Sixth  Month.  Pages  157  to  177. 

The  English  view  of  the  colonies;  English  arbitrariness, 
American  stubbornness;  English  oppression,  American  re¬ 
sistance;  the  men  these  controversies  developed;  advance 
in  the  ideas  of  government;  the  principles  contended  for 
by  both  sides;  why  Massachusetts  and  Virginia  were  in  the 
lead  in  all  agitation;  the  men  they  produced;  the  first  con¬ 
tinental  congress;  the  exchange  of  ideas;  war — summary 
of  the  causes. 

Supplementary  reading:  Paul  Revere’s  Ride. 

Seventh  Month.  Pages  177  to  198. 

Study  the  Declaration  of  Independence. 

Eighth  Month.  Pages  198  to  221. 

Foreign  assistance;  treason,  plots  and  schemes;  the  sur¬ 
render  of  Yorktown;  the  armies  England  had  lost;  the 
peace  parties  in  England;  the  treaty  of  peace;  the  Ameri¬ 
can  commissioners;  the  effect  the  war  had  on  European 


122 


Course  of  Study . 


politics;  why  Canada  failed  to  join  the  colonies;  cost  of 
the  war;  the  men  it  bankrupted;  the  financial  system,  etc. 

Supplementary  reading:  Biography  of  Franklin. 

Ninth  Month.  Review  principal  points  of  year’s  work. 
Use  Foster’s  Historical  Outline  Maps;  trace  discoveries, 
explorations,  settlements,  campaigns,  and  important  mili¬ 
tary  movements.  If  you  do  not  have  Foster’s  outline  maps, 
use  your  geographies. 

EIGHTH  YEAR. 

Text. — Davidson’s  History  of  the  United  States. 

First  Month.  Pages  221  to  215. 

A  review  of  the  struggle  for  independence;  how  the  colo¬ 
nies  were  governed  during  the  war;  the  need  for  a  new 
government;  the  discussion;  the  growth  of  the  constitu¬ 
tional  idea;  the  Constitutional  Convention;  the  adoption 
of  the  Constitution;  the  men  who  composed  the  conven¬ 
tion;  the  compromises;  other  conventions.  Study  the  Con¬ 
stitution. 

Second  Month.  Page  245,  to  Madison’s  Administration, 
page  272. 

The  development  of  political  parties;  how  the  Constitu¬ 
tion  was  construed;  the  leaders  of  each  party;  problems  of 
finance  and  internal  improvement;  troubles  with  foreign 
countries;  the  admission  of  new  States;  inventions;  news¬ 
papers;  the  purchase  of  Louisiana;  obnoxious  legislation; 
political  campaigns  as  educational  factors. 

Third  Month.  Pages  272  to  299. 

Events  that  led  to  the  War  of  1812;  the  war;  the  results; 
the  questions  of  States’  rights  and  slavery;  growth  of  manu¬ 
facturing  and  commerce;  newspapers;  education  and  in¬ 
ventions;  biographical  sketches  of  the  great  men  of  the 
period;  etc. 


United  States  History . 


123 


Fourth  Month.  Pages  299  to  347. 

The  growth  of  the  Republic;  the  determination,  energy 
and  character  of  Jackson;  the  “kitchen  cabinet’’;  “rota¬ 
tion  in  office”;  United  States  Bank;  private  banks;  specula¬ 
tions;  financial  panics;  the  Subtreasury ;  Indian  difficulties; 
politics;  the  admission  of  new  States;  slavery  and  slavery 
compromises;  the  men  who  led  in  the  debates;  the  Mexi¬ 
can  War:  cause,  incidents,  and  results;  statecraft;  foreign 
relations  and  treaties;  the  tariff;  “gag  rule”  in  the  House; 
abolition;  anti- slavery  leaders;  inventions  and  discoveries; 
growth  of  the  country  in  wealth  and  population. 

Fifth  Month.  Pages  347  to  385. 

Extension  of  territory;  the  Compromise  of  1850;  Fugi¬ 
tive  Slave  Law;  Kansas-Nebraska  Bill;  border  warfare; 
Dred  Scott  Decision;  the  debates  of  Lincoln  and  Douglas: 
the  Clayton-Bulwer  treaty;  Perry  and  Japan;  the  “Ostend 
Manifesto”  and  Cuba;  John  Brown;  Mrs.  Stowe;  leaders 
and  literature  of  the  period;  election  of  Lincoln;  secession; 
war. 

Sixth  Month.  Pages  385  to  425. 

.  Abraham  Lincoln  and  his  policy;  events  of  the  war  to 
1864;  use  Foster’s  Historical  Outline  Maps,  tracing  the 
movements  of  the  armies  through  the  important  campaigns; 
revolution  in  naval  warfare ;  improvement  in  war  equip¬ 
ment. 

Seventh  Month.  Pages  437  to  461. 

Complete  the  study  of  the  Civil  War;  principal  military 
leaders;  cost  of  the  war;  charities  and  other  institutions  of 
mercy;  assassination  of  Lincoln;  disbanding  the  army;  out¬ 
line  review  of  the  war. 

Eighth  Month.  Pages  461  to  507. 

Reconstruction;  views  of  Congress,  views  of  the  Presi¬ 
dent;  amendments  to  the  Constitution;  military  rule  in  the 


124 


Course  of  Study . 


South;  impeachment  of  the  President;  secret  political  or¬ 
ganizations;  treaties  with  foreign  countries;  the  part  acted 
by  them  during  the  war;  trouble  in  Cuba;  building  of  rail¬ 
roads;  the  homestead  law;  coinage;  civil  service;  govern¬ 
mental  scandals;  the  electoral  commission;  resumption  of 
specie  payments;  political  parties — the  Democrats  in  the 
ascendency;  tariff  legislation;  destruction  of  the  Maine; 
the  war  with  Spain:  causes,  incidents,  and  results;  death 
of  McKinley. 

Ninth  Month.  Pages  507  to  524;  and  review  acquisi¬ 
tion  of  territory  and  development  of  political  parties.  Study 
events  more  recent  than  given  in  your  history 


History  of  Kansas. 


125 


HISTORY  OF  KANSAS. 


EIGHTH  YEAR. 

Time.— Three  months. 

Only  the  topics  specifically  named  need  to  be  carefully 
studied.  Others  should  be  read. 

Seventh  Month.  Pages  9  to  93. 

EARLY  HISTORY. 

Early  Explorers  —  Spanish  :  De  Vaca,  Coronado ;  French : 
Marquette,  La  Salle  (the  French  claims  based  on  ex¬ 
plorations  of  Marquette  and  La  Salle  in  the  Mississippi 
Valley);  Dutisne;  (the  English  claims  were  based  on  the 
grants  made  to  the  London  and  Plymouth  Companies). 

Cessions:  Kansas  was  included  in  the  cessions  of  1763 
and  1800,  and  in  the  Louisiana  purchase.  ( That  part  south 
of  the  Arkansas  river  and  west  of  the  100th  meridian  was  a 
part  of  the  Mexican  cession.) 

Native  Indian  tribes. 

Later  Explorers :  Lewis  and  Clark,  Long,  Pike. 

Trails  :  Santa  Fe,  Oregon. 

Kansas  a  part  of  the  Indian  Territory,  organized  in  1830; 
transplanted  Indian  tribes ;  missionaries  to  the  Indians. 

TERRITORIAL  HISTORY. 

Kansas-Nebraska  Act:  Boundaries;  author’s  motive; 
previous  opening  of  land  to  settlers;  bona  fide  settlers, 
squatters ;  colonization  societies  —  Northern,  Southern  ; 
settlements — Free-State,  Pro-Slavery. 

Reeder’s  administration :  Election  for  Territorial  Dele¬ 
gate  ;  census  taken ;  election  for  Territorial  Legislature ; 
fraudulent  voting,  new  election ;  first  Territorial  Legisla- 


126 


Course  of  Study . 


ture  :  place  of  meeting,  adjournment,  trouble  with  the 
Governor;  Governor  Reeder  removed. 

Acting  Governor  Woodson  :  Bogus  Legislature;  Terri¬ 
torial  officers ;  Territorial  capital ;  Free-State  agitation. 

Governor  Shannon:  Pro-Slavery  election  for  Territorial 
Delegate;  Free-State  election  for  Territorial  Delegate; 
Free-State  election  for  constitutional  convention  ;  constitu¬ 
tional  convention  —  met  at  Topeka;  the  Topeka  Constitu¬ 
tion;  the  Wakarusa  War;  Topeka  Constitution  submitted 
to  the  people;  election  of  state  officers  under  the  Topeka 
Constitution;  meetingofthe  Free-State  Legislature;  second 
Wakarusa  War;  meeting  of  the  grand  jury  —  Chief  Justice 
Lecompte’s  charge ;  warrants  for  Free-State  leaders;  order 
of  the  United  States  court — destruction  of  Free  State 
Hotel  and  Free-State  papers ;  guerrilla  warfare  ;  Free-  State 
Legislature  reassembled  at  Topeka;  Governor  Shannon 
removed. 

Acting  Governor  Woodson:  Militia  called  out  to  repel 
Lane’s  invasion ;  reign  of  terror. 

Governor  Geary :  Hickory  Point  fight ;  disbanding  of 
all  armed  forces;  constant  friction  between  Geary  and 
Lecompte;  meeting  of  the  Free-State  Legislature;  second 
Territorial  Legislature ;  trouble  over  the  appointment  of 
sheriff;  resignation  of  Governor  Geary. 

Governor  Walker:  Constitutional  Convention;  Free- 
State  Legislature  ;  second  submission  of  the  Topeka  Con¬ 
stitution  ;  Lecompton  Constitutional  Convention;  the 
Lecompton  Constitution,  provisions  for  submission;  elec¬ 
tion  for  Territorial  Legislature  and  Delegate;  fraudulent 
voting;  Free-State  majority;  Governor  Walker  leaves  the 
Territory. 

Acting  Governor  Stanton  :  Extra  session  of  the  Legisla¬ 
ture  provided  for  a  submission  of  the  Lecompton  Constitu¬ 
tion  to  be  approved  or  rejected  by  the  people ;  the  Consti¬ 
tution  submitted  to  the  people  under  its  own  provisions ; 
Stanton  removed  for  calling  extra  session. 


History  of  Kansas . 


127 


Acting  Governor  Denver :  Election  upon  the  Lecompton 
Constitution  ;  election  under  the  provisions  of  the  Lecomp¬ 
ton  Constitution,  for  member  of  Congress,  Legislature, 
State  officers — both  sides  participated ;  the  Free-State  can¬ 
didates  elected ;  refused  to  serve  under  the  Lecorflpton  Con¬ 
stitution  :  petitioned  Congress  not  to  admit  the  State  under 
the  Lecompton  Constitution;  third  Territorial  Legisla¬ 
ture —  provided  for  another  constitutional  convention,  re¬ 
moved  the  capital  to  Minneola;  meeting  of  the  Free-State 
(Topeka)  Legislature;  Leavenworth  Constitutional  Con¬ 
vention;  doubts  as  to  its  legality  ;  Governor  Walker’s  resig¬ 
nation  accepted. 

Governor  Denver :  Leavenworth  Constitution  submitted; 
trouble  in  southeastern  Kansas;  third  submission  of  the 
Lecompton  Constitution  —  under  English  bill;  Governor 
Denver  resigned. 

Governor  Medary  :  Election  on  the  proposition  for  a  new 
Constitution;  pony  express  inaugurated;  Wyandotte  Con¬ 
stitutional  Convention;  election  on  the  Constitution; 
drought  and  famine;  Governor  Medary  resigned. 

Acting  Governor  Beebe  :  Last  Territorial  Legislature ; 
Kansas  admitted  as  a  State. 

Eighth  Month.  Pages  93  to  188. 

STATE  HISTORY. 

Governor  Robinson  :  Legislature  met  at  Topeka,  March 
26,  1861 ;  Lane  and  Pomeroy  elected  Senators ;  adoption  of 
the  great  seal  —  motto  by  Ingalls;  organization  of  the  mili¬ 
tia;  Topeka  chosen  as  capital  by  popular  vote;  Peniten¬ 
tiary  located  at  Lansing,  1861;  Kansas  troops ;  Kansas 
generals ;  the  war  in  Kansas. 

Governor  Carney  :  Quantrell  raid  ;  Baxter  Springs  mas¬ 
sacre  ;  Price’s  raid;  State  institutions  —  educational:  Uni¬ 
versity,  Agricultural  College,  Normal  School;  charitable: 
Insane  Asylum  at  Osawatomie,  Asylum  for  Deaf  and  Dumb, 
Asylum  for  the  Blind. 


128 


Course  of  Study. 


Governor  Crawford :  Capitol  building  commenced  in 
1866;  homestead  law;  land  grants  to  railroads  in  Kansas; 
the  pioneers;  Senator  James  H.  Lane;  Indian  raids  (from 
1864  to  1878 ) ;  Governor  Crawford  resigned. 

Governor  Green. 

Governor  Harvey  :  Permanent  prosperity  ;  immigration 
of  colonies  from  Europe;  Kansas  entitled  to  three  Repre¬ 
sentatives  in  Congress. 

Governor  Osborn  :  Ingalls  elected  Senator ;  Kansas  at 
the  Centennial  Exposition  ;  grasshoppers ;  Insane  Asylum 
at  Topeka ;  State  Historical  Society  ;  negro  exodus. 

Governor  Anthony  :  Biennial  sessions  of  the  Legisla¬ 
ture ;  Plumb  elected  Senator;  cattle  trade;  prohibitory 
amendment ;  continued  prosperity,  resulting  in  phenome¬ 
nal  growth. 

Governor  St.  John:  Indian  land  troubles;  Reform 
School  located  at  Topeka ;  Kansas  entitled  to  seven  Rep¬ 
resentatives. 

Governor  Glick  :  The  only  Democratic  Governor ;  Has¬ 
kell  Institute  at  Lawrence ;  Soldiers’  Home  at  Leaven¬ 
worth. 

Governor  Martin :  Soldiers’  Orphans’  Home  at  Atchi¬ 
son  ;  Asylum  for  Idiotic  and  Imbecile  at  Lawrence,  after¬ 
ward  removed  to  Winfield;  Industrial  School  for  Girls  at 
Beloit ;  Reformatory  at  Hutchinson  ;  State  Soldiers’  Home 
at  Dodge  City ;  financial  speculation ;  booming  of  Okla¬ 
homa  ;  municipal  suffrage  for  women ;  development  of 
natural  resources. 

Ninth  Month.  Pages  188  to  300. 

Governor  Humphrey  :  Opening  of  Oklahoma  ;  Farmers’ 
Alliance  —  political  importance  ;  original-package  case ; 
Wilson  Bill;  irrigation  laws;  grain  laws;  the  eight-hour 
law ;  alien  ownership  of  land ;  death  of  Senator  Plumb. 

Governor  Lewelling :  Political  revolution ;  legislative 
war;  Martin  elected  Senator;  Kansas  at  the  Chicago 
World’s  Fair. 


History  of  Kansas . 


129 


Governor  Morrill:  Suffrage  amendment  defeated; 
Coxey’s  army;  discovery  of  oil  and  gas;  apple  orchards. 

Governor  Leedy :  Omaha  Exposition ;  Kansas  in  the 
Spanish  War. 

Governor  Stanley  :  Hospital  for  the  Insane  at  Parsons  ; 
period  of  prosperity  ;  Text-book  Commission  ;  Penitentiary 
twine  plant. 

Governor  Bailey :  Floods  of  1903  and  1904 ;  develop¬ 
ment  of  the  oil  industry. 

Review  Territorial  history. 


130 


Course  of  Study. 


CIVIL  GOVERNMENT. 


EIGHTH  YEAR. 

Time. —  Six  months. 

Text. — James  and  Sanford. 

Make  use  of  the  supplementary  questions  and  refer¬ 
ences  at  the  close  of  each  chapter  as  fully  as  conditions 
will  permit. 

Students  should  read  the  Constitution  while  studying 
its  provisions.  Important  sections  or  paragraphs  should 
be  memorized. 

First  Month.  Pages  1  to  31. 

Second  Month.  Pages  32  to  65. 

Third  Month.  Pages  66  to  114. 

Fourth  Month.  Pages  115  to  165. 

Fifth  Month.  Pages  165  to  185. 

Sixth  Month.  The  Government  of  Kansas. 


For  High  Schools. 


131 


SUGGESTIVE  COURSE  OF  STUDY 
FOR  HIGH  SCHOOLS. 


First  Year: 

English. 

Latin,  or  Bookkeeping  and  Business  Methods. 
Algebra. 

Botany. 

Second  Year: 

English. 

Latin,  or  Agriculture. 

Plane  Geometry. 

Ancient  History. 

Third  Year: 

English. 

Latin,  or - . 

Solid  Geometry,  one-half  year. 

Algebra,  one-half  year. 

Mediaeval  and  Modern  History,  or  English  History. 

Fourth  Year: 

Physics. 

American  History. 

Review  of  the  Common-school  Branches. 

Economics,  Psychology  or  Chemistry. 

Latin  is  a  part  of  the  college  preparatory  course.  For 
the  general  course  three  subjects  are  suggested  as  optional 
with  Latin. 

It  is  suggested  that  two  periods  per  week,  of  eighty 
minutes  each,  be  devoted  to  Manual  Training  in  the  first 
and  second  years  of  the  high  school,  and  that  the  time  for 
Manual  Training  be  taken  equally  from  the  different  sub- 


132  Course  of  Study . 

jects  of  those  two  years,  and  that  it  be  given  to  all  pupils  of 
those  years. 

Agriculture  is  recomm ended,  for  the  reason  that  many 
schools  using  this  course  are  operating  under  the  Barnes 
law,  and  are  therefore  supported  largely  by  farmers  and  are 
in  part  farmers’  schools.  A  text-book  in  Agriculture  has 
been  approved  by  the  State  Text-book  Commission. 

Any  standard  high-school  subject  may  be  selected  op¬ 
tional  with  Latin  in  the  third  year.  Some  schools  may  be 
equipped  for  offering  two  years  of  business,  and  in  that  case 
Agriculture  will  appear  in  the  third  year  as  optional  with 
Latin.  Where  the  teaching  force  is  larger,  or  where  local 
conditions  are  favorable,  German  may  be  offered.  Alterna¬ 
tion  of  subjects  is  suggested  where  it  is  necessary  to  reduce 
the  number  of  classes. 


